Expert and novice teachers' classroom practices in a technological environment

International audienceThis case study compares the teaching practices and craft knowledge of two secondary mathematics teachers using GeoGebra to teach the same geometrical topic. It forms part of a programme of research aimed at developing a more comprehensive understanding of technology integration in classrooms, by providing a model of key structuring features of classroom practice (Ruthven, 2009) which shape the use of technology in lessons and the kinds of professional knowledge required. In accordance with this conceptual framework, the classroom practices of an expert technology-using teacher are analysed in contrast to those of an experienced but technologically novice teacher, so shedding light on the character of expertise and the process through which it develops