Clark-Wilson, A; (2011) Researching teachers’ epistemological development concerning mathematical variance and invariance in a multi-representational technological setting – An expansion of Verillon and Rabardel’s triad of instrumented activity. Presented at: Activity Theoretic Approaches to Technology Enhanced Mathematics Learning Orchestration Symposium (ATATEMLO), University of Paris 7 Diderot.

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Abstract

This paper reports one of the outcomes of a doctoral study which sought to apply and expand Verillon and Rabardel’s 1995 triad of instrumented activity as a means to understand the longitudinal epistemological development of a group of secondary mathematics teachers as they began to integrate a complex multi-representational technology (MRT), the TI-Nspire handheld and software, into their classroom practices (Clark-Wilson, 2010b). The research was carried out in two phases. The initial phase involved fifteen teachers who contributed a total of sixty-six technology mediated classroom activities to the study. The second phase adopted a case study methodology during which the two selected teachers contributed a further fourteen activities. The subsequent analysis of this data, supported by questionnaires and interviews, led to a number of conclusions relating to the nature of the teachers’ own technology-mediated learning.

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