Bretscher, N;
(2009)
Dynamic Geometry Software: the teacher’s role in facilitating instrumental genesis.
In: Durrand-Guerrier, V and Soury-Lavergne, S and Arzarello, F, (eds.)
Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education:CERME 6.
(pp. pp. 1340-1348).
European Society for Research in Mathematics Education: Lyon, France.
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Bretscher article for CERME.doc - Accepted Version Download (80kB) |
Abstract
In the UK, use of dynamic geometry software (DGS) in classrooms has remained limited. Whilst the importance of the teacher’s role is often stated in dynamic geometry research, it has been seldom elaborated. This study aims to address the apparent deficiency in research. By analysing teacher/pupil interactions in a DGS context, the intention is to identify situations and dialogue that are helpful in promoting mathematical thinking. The analysis draws on an instrumental approach to describe such interactions. Elements of instrumental genesis are distinguished in pupils’ dialogue and written work which suggest techniques that teachers can employ to facilitate this process.
Type: | Proceedings paper |
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Title: | Dynamic Geometry Software: the teacher’s role in facilitating instrumental genesis |
Event: | Sixth Congress of the European Society for Research in Mathematics Education:CERME 6 |
Location: | Lyon, France |
Open access status: | An open access version is available from UCL Discovery |
Publisher version: | http://ife.ens-lyon.fr/editions/editions-electroni... |
Additional information: | 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/1541151 |
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