Teachers' implementation and orchestration of Cabri-use in mathematics teaching

Abstract

This thesis reports from a study of three teachers¿ first ever use of a particular computer software tool, Cabri, in teaching at two lower secondary schools in Norway. The thesis gives a characterisation of teachers¿ progression through a development process in which they implemented and orchestrated Cabri-use in their teaching. The study was situated within two developmental projects run by didacticians at the University of Agder. The teachers in the study participated in these projects together with a group of didacticians including the author of this thesis. Data were collected in sessions within this frame which included workshops at the University, visits to classrooms and computer labs at schools and different kinds of conversations with the teachers. Activity theory and the instrumental approach were used to conceptualise activity and analyse data. Teachers¿ motives and goals for implementation of Cabri are analysed by utilising activity theory, building on the work of Leont¿ev and Engeström. During the implementation process, the teachers worked in teams with other teachers and didacticians and raised many issues. A difference was evident in the kinds of issues considered and addressed by the teachers. The teachers at one of the school had a focus on institutional school related issues while the teacher at the other school had a focus on personal issues. From an activity theory perspective, the kinds of issues and teachers¿ ways of coping with them are seen to illuminate teachers¿ motives and indicate their goals for implementation of Cabri. Although issues raised in the study were particular to these teachers, the issues are argued to be relevant to teachers and educators more widely. Analysis of teachers¿ orchestration of students¿ work with Cabri is also guided by the instrumental approach introduced by Trouche. In the instrumental approach, the term ¿instrumental orchestration¿ accounts for the role of the teacher when computer software tools are used in mathematics teaching. In the thesis, teachers¿ emphases and ways of accomplishing their Cabri-teaching as well as how they arranged these lessons are considered as being part of teachers¿ orchestration of Cabri-use. Two kinds of orchestration are illuminated and their consequences for students¿ work and achievements with Cabri are discussed. Overall, the thesis provides a contribution to research in mathematics teaching, and suggests implications for mathematics teachers considering implementation and orchestration of computer software tool-use in teaching. The thesis suggests that the established and evolving collaboration among mathematics teachers in schools influences to a great extent teachers¿ implementation of new tools and the sustainability of development in mathematics teaching. Conclusions are presented indicating that implementation of a new computer software tool can offer teachers a medium to develop new styles of mathematics teaching. Implications are also suggested concerning future developmental projects aiming to support teachers¿ development in mathematics teaching. Avhandlingen rapporterer fra en studie av tre lærere på to ungdomsskoler i Norge som tok i bruk et dataverktøy, Cabri, for første gang i matematikkundervisningen. Det gis en beskrivelse av karakteristiske trekk ved lærernes utvikling fra de ble introdusert til Cabri og begynte å vurdere bruk av Cabri i undervisning til de implementerte og startet å bruke Cabri i matematikkundervisningen. Studiet av lærerne var knyttet til to utviklings- og forskningsprosjekt som ble ledet av didaktikere ved Universitetet i Agder. Lærerne i studiet deltok i utviklings- og forskningsarbeid sammen med didaktikere, inkludert forfatteren av avhandlingen. Data ble samlet inn innenfor denne rammen som

This thesis reports from a study of three teachers¿ first ever use of a particular computer software tool, Cabri, in teaching at two lower secondary schools in Norway. The thesis gives a characterisation of teachers¿ progression through a development process in which they implemented and orchestrated Cabri-use in their teaching. The study was situated within two developmental projects run by didacticians at the University of Agder. The teachers in the study participated in these projects together with a group of didacticians including the author of this thesis. Data were collected in sessions within this frame which included workshops at the University, visits to classrooms and computer labs at schools and different kinds of conversations with the teachers. Activity theory and the instrumental approach were used to conceptualise activity and analyse data. Teachers¿ motives and goals for implementation of Cabri are analysed by utilising activity theory, building on the work of Leont¿ev and Engeström. During the implementation process, the teachers worked in teams with other teachers and didacticians and raised many issues. A difference was evident in the kinds of issues considered and addressed by the teachers. The teachers at one of the school had a focus on institutional school related issues while the teacher at the other school had a focus on personal issues. From an activity theory perspective, the kinds of issues and teachers¿ ways of coping with them are seen to illuminate teachers¿ motives and indicate their goals for implementation of Cabri. Although issues raised in the study were particular to these teachers, the issues are argued to be relevant to teachers and educators more widely. Analysis of teachers¿ orchestration of students¿ work with Cabri is also guided by the instrumental approach introduced by Trouche. In the instrumental approach, the term ¿instrumental orchestration¿ accounts for the role of the teacher when computer software tools are used in mathematics teaching. In the thesis, teachers¿ emphases and ways of accomplishing their Cabri-teaching as well as how they arranged these lessons are considered as being part of teachers¿ orchestration of Cabri-use. Two kinds of orchestration are illuminated and their consequences for students¿ work and achievements with Cabri are discussed. Overall, the thesis provides a contribution to research in mathematics teaching, and suggests implications for mathematics teachers considering implementation and orchestration of computer software tool-use in teaching. The thesis suggests that the established and evolving collaboration among mathematics teachers in schools influences to a great extent teachers¿ implementation of new tools and the sustainability of development in mathematics teaching. Conclusions are presented indicating that implementation of a new computer software tool can offer teachers a medium to develop new styles of mathematics teaching. Implications are also suggested concerning future developmental projects aiming to support teachers¿ development in mathematics teaching.