Abstract
ABSTRACTThis article examines patterns of classroom organisation and interaction associated with the use of a particular type of digital technology – the dynamic software GeoGebra – in the lessons of an opportunity sample of three English secondary-school mathematics teachers. The concept of activity structure is used to organise this study, further informed by the concept of instrumental orchestration. While the case study analysis identifies structures already reported in those earlier papers, it also draws attention to the prevalence of a Predict-and-test format in tasks carried out by students at the computer. This study also shows how synthesising the activity structure and instrumental orchestration frameworks may be productive.
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