Teachers’ Instrumental Genesis and Their Geometrical Understanding in a Dynamic Geometry Environment

Alqahtani, Muteb M.; Powell, Arthur B.

doi:10.1007/s40751-016-0025-5

Cited by 9 publications

(2 citation statements)

References 21 publications

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“…Geometry is a core content component of primary mathematics education and has strong connections with most other mathematics strands (Alqahtani and Powell 2017). It is broadly defined in most curricula documents as a branch of mathematics dealing with size, shape, position and properties of space.…”

Section: Literature Reviewmentioning

confidence: 99%

Using the ACAT Framework to Evaluate the Design of Two Geometry Apps: an Exploratory Study

Larkin

Kortenkamp

Ladel

et al. 2018

Digit Exp Math Educ

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It is an increasingly common phenomenon that elementary school students are using mobile applications (apps) in their mathematics classrooms. Classroom teachers using apps might benefit from a tool, or a set of tools, to help them determine whether or not a given app is appropriate and how enhanced educational outcomes can be achieved via its use. In this article we investigate whether Artifact Centric Activity Theory (ACAT) can be used to create a useful tool for evaluating apps, present a review guide based on the theory and test it using a randomly selected geometry app [Pattern Shapes] based on unknown design principles that may or may not conform to design principles suggested in the research as best practice. In doing so we broaden the scope of ACAT by investigating [Pattern Shapes], an app that has additional requirements in terms of accuracy of external representations, and depictions of mathematical properties (e.g. rotations, symmetry), than is the case for place value concepts in [Place Value Chart] which was created using ACAT principles and has been the primary app evaluated using ACAT. We further expand the use of ACAT via an independent assessment of a second app [Click the Cube] by a novice, using the ACAT review guide. Based on our latest research, we argue that ACAT is highly useful for evaluating any mathematics learning app and this is a critical contribution if the evaluation of apps is to move beyond academic circles and start to impact student learning and teacher choice in mathematics classrooms.

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Section: Literature Reviewmentioning

confidence: 99%

Using the ACAT Framework to Evaluate the Design of Two Geometry Apps: an Exploratory Study

Larkin

Kortenkamp

Ladel

et al. 2018

Digit Exp Math Educ

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show abstract

“…In other words, what underpins the successful integration of technology is not only the design of the technology, but also the teachers’ level of technological and pedagogical expertise in terms of helping their students learn and become proficient user of a piece of technology in a collective learning process (i.e., collective instrumental genesis; Drijvers, Doorman, Boon, Reed, & Gravemeijer, 2010). For example, the last decade has seen an emerging pathway to teachers’ expertise in using multi‐representational and dynamic/interactive technologies for teaching mathematics (Alqahtani & Powell, 2017; Baccaglini‐Frank, Di Martino, & Sinclair, 2018; Ruthven, 2016). This development is a case of teachers appropriating novel technologies in their practice and transforming their pedagogies to take advantage of multiple representations and dynamism in order to help students learn mathematics.…”

Section: Introductionmentioning

confidence: 99%

In‐service mathematics teachers’ video‐based noticing of 3D printing pens “in action”

Ng¹,

Chan²

2020

Brit J Educational Tech

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We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in‐service secondary mathematics teachers’ noticing upon watching video episodes showing an actual mathematics lesson that implemented 3D Printing Pens for teaching and learning shape and space. We use coding to analyse what the participants generally identified as important or noteworthy in the video. Moreover, we employ thematic analysis to delve deeper into the participants’ interpretations and decisions in relation to using 3D Pens for teaching and learning mathematics. Our findings have implications for teachers’ professional development in the area of technology integration especially in terms of their realisation of the affordances of novel‐to‐them technologies. We also report methodological and conceptual contributions towards teacher noticing. What is already known about this topic Various frameworks have been proposed for conceptualising teachers’ expertise in technology‐rich pedagogies; however, few have addressed teachers’ initial experience of adopting a novel‐to‐them technology in subject teaching. In teacher education, the method of video‐based noticing has been widely undertaken in the last two decades to help preservice and in‐service teachers visualise complex classroom situations and interpret classroom events. What this paper adds This study investigates what in‐service mathematics teachers find significant, the pedagogical considerations they make and their professional development in integrating technologies for teaching and learning mathematics. Particularly, video‐based noticing is used as a means for facilitating teachers’ professional growth through realising the affordances of 3D Printing Pens in mathematics education. Implications for practice and/or policy This study provides qualitative evidence that video‐based noticing was productive in facilitating teachers’ technological, pedagogical and content knowledge (TPACK), in particular, in realising the educational affordances of a novel‐to‐them technology. The videos captured the dynamic process of students’ drawing with 3D Pens “in action” rather than merely capturing their final products in a static manner, which facilitated the teachers’ reflections about the evolution of students’ mathematical thinking.

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Teaching Practices in Digital Environments

Sinclair

Robutti

2020

Encyclopedia of Mathematics Education

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Teachers’ Instrumental Genesis and Their Geometrical Understanding in a Dynamic Geometry Environment

Cited by 9 publications

References 21 publications

Using the ACAT Framework to Evaluate the Design of Two Geometry Apps: an Exploratory Study

Using the ACAT Framework to Evaluate the Design of Two Geometry Apps: an Exploratory Study

In‐service mathematics teachers’ video‐based noticing of 3D printing pens “in action”

Teaching Practices in Digital Environments

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