Teachers’ Instrumental Geneses When Integrating Spreadsheet Software

Chapter
Part of the Mathematics Education in the Digital Era book series (MEDE, volume 2)

Abstract

The spreadsheet is not a priori a didactical tool for mathematics education. It may progressively become such an instrument through the process of professional geneses on the part of teachers. This chapter describes the beginning of such a genesis, and presents some results concerning teachers’ professional development with ICT by examining the outcomes of two different sets of data. Theoretical notions, such as instrumental distance and double instrumental genesis supported the analysis of data leading to a comparison of a teacher integrating spreadsheets, for the first time in her practices, with the practices of teachers who are more expert with spreadsheets. The similarities found in the ways they use the tool leads to some hypotheses on the importance of these common elements as key issues in teachers’ ICT practices.

Keywords

Mathematics teaching and learning Teaching practices ICT integration Professional learning of mathematics teachers Technology-mediated classroom practices Spreadsheet Professional/personal instrument Double instrumental geneses (professional/personal) Instrumental distance Novice/expert teacher 

Notes

Acknowledgments

I would like to thank Rebecca Freund, and the anonymous second reviewer, who very carefully reviewed the English of the text.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.EDAUniversity Paris DescartesParisFrance

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