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Analysing teachers' classroom experiences of teaching with dynamic geometry environments: Comparing and contrasting two approaches

Abboud, M; Clark-Wilson, AM; Jones, K; Rogalski, J; (2018) Analysing teachers' classroom experiences of teaching with dynamic geometry environments: Comparing and contrasting two approaches. Annales de Didactiques et de Sciences Cognitives - spécial English-French (2018) , 23 pp. 93-118. Green open access

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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.

Type: Article
Title: Analysing teachers' classroom experiences of teaching with dynamic geometry environments: Comparing and contrasting two approaches
Location: France
Open access status: An open access version is available from UCL Discovery
Publisher version: https://mathinfo.unistra.fr/websites/math-info/ire...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: technology, geometry, teachers, activity, hiccups, tensions
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10053489
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