AFFORDANCES FOR LEARNING TO TEACH MATHEMATICS: THE CASE OF OUT-OF-FIELD TEACHERS

Educational theory and the wisdom of practice informed the design of a bespoke Graduate Certificate of Secondary Mathematics for out-of-field teachers of mathematics. Taking a design-based approach, we describe key elements of our design as we traversed the iterative cycle: design ® implement ® evaluate ® refine. This chapter details our focus on the use of digital technologies for the teaching and learning of secondary mathematics. The design of the course was intended to be face-to-face, but due to the global pandemic it had to be changed to a fully online implementation in the first year. This created additional opportunities to model and experiment with a range of digital tools. A framework of affordances is used to describe the opportunities available to students in the course. Our focus is on Knowledge for teaching in Years 7-10: Statistics and probability as this second semester unit was in the second cycle of our design.