Lesson hiccups during the development of teaching schemes: a novice technology-using mathematics teacher’s professional instrumental genesis of dynamic geometry

Abstract

The introduction of digital technologies into mathematics classrooms requires an adaptation by teachers. To develop an understanding of technology integration in classrooms, this research focused on the use of dynamic geometry by a mathematics teacher who was a novice in technology-use, in the context of Turkish secondary school mathematics. Professional instrumental genesis and hiccup constructs were chosen as theoretical constructs for the study. Following these constructs, the classroom practices of the teacher were analysed to shed light on the character of the professional instrumentation and the process through which it developed, by highlighting the lesson hiccups. This case study analysis illustrated a number of potential problems and ways in which the teacher adapted her classroom practices, and provided some indications of the growth of teaching schemes in the course of appropriating dynamic geometry.