Abstract
The Fourth Industrial Revolution (4IR) highlights the incorporation of technologies in the teaching and learning of mathematics. However, the uptake of these technologies remains disappointing. Only if adopted and appropriated in classrooms will the potential of ICT and other digital technologies to improve teaching and learning in Mathematics classrooms be realised. In the context of ICT integration, a teacher’s presentation during a continuing professional development session is analysed from the instrumental orchestration perspective. The results indicate that the teacher used technical-demo, discuss-the-screen and screen-board orchestration during the explanations. In realising these orchestrations, the teacher had to delve into some of the embedded functions of GeoGebra, and he reported that it took him about four hours during the process of instrumentalisation. This process involves adapting the tool to realise his pedagogical goal. It is concluded that intricacies such as these point in the direction that, as a start, to get teachers to incorporate GeoGebra in their teaching, applets and the like should be developed to ease the complexities. It also concludes that directed CPD is an essential component of ICT integration. The chapter ends by providing guidelines for teachers wishing to integrate technological tools in their classrooms.
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Smith, C., Julie, C., Gierdien, F. (2022). Teaching Mathematics in the Fourth Industrial Revolution: Instances of Instrumental Orchestration When a Teacher Integrates GeoGebra in Solving Linear Inequalities. In: Chirinda, B., Luneta, K., Uworwabayeho, A. (eds) Mathematics Education in Africa. Springer, Cham. https://doi.org/10.1007/978-3-031-13927-7_12
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