Bretscher, N;
(2008)
Dynamic Geometry Software: The Teacher’s Role in Facilitating Instrumental Genesis.
In: Joubert, M, (ed.)
Proceedings of the BSRLM: British Society for Research into Learning Mathematics day conference 2008.
(pp. pp. 1-6).
British Society for Research into Learning Mathematics: London, UK.
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Abstract
In the UK, teachers’ use of dynamic geometry software (DGS) has remained limited. The importance of the teacher’s role is often stated in dynamic geometry research but has been seldom elaborated. This study aims to address the apparent deficiency in research. The author conducted the research in the role of a practitioner-researcher with a high ability year 8 class. By analysing teacher/pupil interactions in a DGS context, elements of instrumental genesis are distinguished in pupils’ dialogue and written work which suggest strategies that teachers can employ to facilitate this process. Whilst these strategies are specific to a DGS context, they highlight general principles of mathematics teaching. This paper argues that the focus of research needs to shift away from the context, towards teachers and the strategies they employ.
Type: | Proceedings paper |
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Title: | Dynamic Geometry Software: The Teacher’s Role in Facilitating Instrumental Genesis |
Event: | British Society for Research into Learning Mathematics day conference 2008 |
Location: | King's College London |
Open access status: | An open access version is available from UCL Discovery |
Publisher version: | http://www.bsrlm.org.uk/publications/proceedings-o... |
Additional information: | © the author. This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | Teacher’s role; Dynamic geometry; Instrumental genesis |
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 - Curriculum, Pedagogy and Assessment |
URI: | https://discovery.ucl.ac.uk/id/eprint/1541149 |
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