Teachers’ Initial Orchestration of Students’ Dynamic Geometry Software Use: Consequences for Students’ Opportunities to Learn Mathematics
 Ingvald Erfjord
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This paper reports from a case study with teachers at two schools in Norway participating in developmental projects aiming for inquiry communities in mathematics teaching and learning. In the reported case study, the teachers participated in one of the developmental projects focusing on implementation and use of computer software in mathematics teaching. I study teachers’ initial orchestration of dynamic geometry software (DGS) in mathematics teaching at lower secondary school. By utilising the notion of ‘instrumental orchestration’ from the theoretical perspective known as the ‘instrumental approach’ (Drijvers et al., in Educ Stud Math 75:213–234, 2010; Trouche, in Int J Comput Math Learn 9:281–307, 2004), I examine how teachers in their initial teaching with DGS empower students’ mathematics learning with the DGS software. According to this perspective, it involves teachers’ orchestration of two interrelated processes instrumentation and instrumentalisation. Analytical findings indicate that a difference in teachers’ empowerment is evident and consequences for students’ opportunities to engage with mathematics represented by the DGS are presented.
 Title
 Teachers’ Initial Orchestration of Students’ Dynamic Geometry Software Use: Consequences for Students’ Opportunities to Learn Mathematics
 Journal

Technology, Knowledge and Learning
Volume 16, Issue 1 , pp 3554
 Cover Date
 20110401
 DOI
 10.1007/s107580119176z
 Print ISSN
 22111662
 Online ISSN
 15731766
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Dynamic geometry software
 Instrumental orchestration
 Instrumentalisation
 Instrumentation
 New tool for teachers
 Authors

 Ingvald Erfjord ^{(1)}
 Author Affiliations

 1. University of Agder (UiA), Kristiansand, Norway