Simsek, Ali; Bretscher, Nicola; Clark-Wilson, Alison; Hoyles, Celia; (2023) Characterising Features of Secondary Teachers’ Curriculum Scripts for Geometric Similarity with Dynamic Mathematical Technology. In: Clark-Wilson, Alison and Robutti, Ornella and Sinclair, Nathalie, (eds.) The Mathematics Teacher in the Digital Era. (pp. 263-288). Springer Nature: Cham, Switzerland.

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Abstract

We report part of a larger research study that explores secondary teachers’ integration of dynamic mathematical technology (DMT) to their classroom practice with a particular focus on the mathematical domain of geometric similarity (GS). The study adopted a multiple case study approach and was situated in an English lower secondary school setting. The participants were three teachers with different levels of experience and expertise both in teaching and in using digital technology. Data collection involved video-recorded classroom observations, audio-recorded post-observation teacher interviews, and teachers’ resources and students’ work. The Structuring Features of Classroom Practice (SFCP) framework guided the data collection and analysis. The findings presented in this chapter focus specifically on the SFCP construct of ‘curriculum script’ and revealed salient differences between the teachers’ practices that concern several key characteristics of their curriculum scripts for GS with DMT. The contributions of this paper are two-fold: (1) bringing together the research on GS and the SFCP framework to specify a fine-grained mathematics-specific version of curriculum script for GS with DMT, and (2) showing the value of this fine-grained framework for characterising features of teachers’ classroom use of DMT for teaching GS.

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