Alqahtani, M. M., & Powell, A. B. (2015). Teachers’ support of students’ instrumentation in a collaborative, dynamic geometry environment. In N. Amado & S. Carreira (Eds.), Proceedings of the 12th International Conference on Technology in Mathematics Teaching. (pp. 268-276). Faro, Portugal: Universidade do Algarve.
Teachers’ support of students’ instrumentation in a collaborative, dynamic geometry environment
We report on a case study that seeks to understand how teachers’ pedagogical interventions influence students’ instrumentation and mathematical reasoning in a collaborative, dynamic geometry environment. A high school teacher engaged a class of students in the Virtual Math Teams with GeoGebra environment (VMTwG) to solve geometrical tasks. The VMTwG allows users to share both GeoGebra and chat windows to engage in joint problem solving. Our analysis of the teacher’s implementation and students’ interactions in VMTwG shows that his instrumental orchestration (Trouche, 2004, 2005) supported students’ instrumentation (Rabardel & Beguin, 2005) and shaped their movement between empirical explorations and deductive justifications. This study contributes to understanding the interplay between a teacher’s instrumental orchestration and students’ instrumentation and movement towards more deductive justifications.
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