![]() In particular, research may be able to contribute to professional efforts directed towards successful technology integration by making more visible the relevant craft knowledge that expert teachers have developed. By “craft knowledge”, we refer to “that part of professional knowledge which teachers acquire primarily through their practical experience in the classroom” (Brown & McIntyre, 1993, p. The value of researching the “craft knowledge” of expert teachers has long been recognised (e.g., Leinhardt, 1988). In particular, Tabach ( 2012) has drawn attention to an interaction between knowledge and practice which underpins technology integration in mathematics teaching, with change in practice fostering growth of knowledge and vice versa. In other words, an important way in which teachers’ knowledge develops is through their responses to practical challenges thrown up by their use of digital tools and through their reflection on the efficacy of these responses. Studies have shown that, over time, professional growth takes place as teachers adapt and revise their practices in working with technology through feedback from their classroom experience (e.g., Abboud-Blanchard, 2014 Drijvers, 2012 Haspekian, 2014 Monaghan, 2004). Researchers have started to examine the professional learning which accompanies the uptake of new technologies into education, arguing that the process of teaching technology-integrated mathematics lessons calls for “change in teachers’ professional knowledge” (Gueudet & Trouche, 2009, p.
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