Analysing teachers’ classroom experiences of teaching with dynamic geometry environments: comparing and contrasting two approaches
Analysing teachers’ classroom experiences of teaching with dynamic geometry environments: comparing and contrasting two approaches
The use of digital technologies in mathematics classroom continues to increase. Yet even when well-planned, such use is not unproblematic; indeed, uncertainties are inherent. In this article, we use analyses of teachers’ activity in two classrooms, a French one and an English one, when technology in general, and dynamic geometry software in particular, is used. We present two different theoretical frames and show how, in spite of differences related to the context, the object, and the methodological backgrounds, the outcomes in terms of the analysis of teachers’ practices turn out to be close. These outcomes provide insights into the complexities of technology integration within mathematics lessons and teachers’ decision making both in the moment, and over time.
classroom, dynamic geometry environments, technology, DGE, DGS
93-118
Abboud, Maha
b6638b46-71cc-46d2-8ca2-327df82a251e
Clark-Wilson, Alison
236d25ec-a2d9-47dc-8414-c36b7b3f69fd
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Rogalski, Janine
50d6c25e-d690-41fc-a3d2-2fb06855751e
3 August 2018
Abboud, Maha
b6638b46-71cc-46d2-8ca2-327df82a251e
Clark-Wilson, Alison
236d25ec-a2d9-47dc-8414-c36b7b3f69fd
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Rogalski, Janine
50d6c25e-d690-41fc-a3d2-2fb06855751e
Abboud, Maha, Clark-Wilson, Alison, Jones, Keith and Rogalski, Janine
(2018)
Analysing teachers’ classroom experiences of teaching with dynamic geometry environments: comparing and contrasting two approaches.
Annales de Didactique et de Sciences Cognitives, .
Abstract
The use of digital technologies in mathematics classroom continues to increase. Yet even when well-planned, such use is not unproblematic; indeed, uncertainties are inherent. In this article, we use analyses of teachers’ activity in two classrooms, a French one and an English one, when technology in general, and dynamic geometry software in particular, is used. We present two different theoretical frames and show how, in spite of differences related to the context, the object, and the methodological backgrounds, the outcomes in terms of the analysis of teachers’ practices turn out to be close. These outcomes provide insights into the complexities of technology integration within mathematics lessons and teachers’ decision making both in the moment, and over time.
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Abboud-etc_classroom_teaching_DGE_2018
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Accepted/In Press date: 6 July 2018
Published date: 3 August 2018
Additional Information:
Spécial English-French
Keywords:
classroom, dynamic geometry environments, technology, DGE, DGS
Identifiers
Local EPrints ID: 428916
URI: http://eprints.soton.ac.uk/id/eprint/428916
ISSN: 0987-7576
PURE UUID: fadc847f-267e-4e92-a8be-5c351ecf3705
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Date deposited: 14 Mar 2019 11:47
Last modified: 15 Mar 2024 21:47
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Contributors
Author:
Maha Abboud
Author:
Alison Clark-Wilson
Author:
Janine Rogalski
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