TY - CHAP

T1 - Teachers’ Facilitation of Students’ Mathematical Reasoning in a Dynamic Geometry Environment

T2 - An Analysis Through Three Lenses

AU - Højsted, Ingi Heinesen

AU - Geraniou, Eirini

AU - Jankvist, Uffe Thomas

PY - 2023

Y1 - 2023

N2 - Using three theoretical lenses, we investigate a teacher’s practice in a dynamic geometry teaching sequence aiming to support students’ development of mathematical reasoning. These lenses are the Danish KOM framework’s description of mathematics teacher competencies, the Theory of Instrumental Orchestration (TIO) and the theoretical construct of Justificational Mediations. The KOM framework supports ways to describe the practice of mathematics teachers, whereas the instrumental orchestration lens allows for a more fine-grained analysis of teachers’ practices in a technology rich environment. The construct of justificational mediations acts as a “bridge”, in our specific empirical case, between the mathematics teacher competencies that teachers rely upon and their identified orchestrations, which both lead to a certain choice of mediations in a dynamic geometry environment. The results from our analyses are discussed in terms of potentially networking KOM and TIO through the construct of justificational mediations for richer analyses of teachers’ facilitation of students’ learning in a dynamic geometry environment.

AB - Using three theoretical lenses, we investigate a teacher’s practice in a dynamic geometry teaching sequence aiming to support students’ development of mathematical reasoning. These lenses are the Danish KOM framework’s description of mathematics teacher competencies, the Theory of Instrumental Orchestration (TIO) and the theoretical construct of Justificational Mediations. The KOM framework supports ways to describe the practice of mathematics teachers, whereas the instrumental orchestration lens allows for a more fine-grained analysis of teachers’ practices in a technology rich environment. The construct of justificational mediations acts as a “bridge”, in our specific empirical case, between the mathematics teacher competencies that teachers rely upon and their identified orchestrations, which both lead to a certain choice of mediations in a dynamic geometry environment. The results from our analyses are discussed in terms of potentially networking KOM and TIO through the construct of justificational mediations for richer analyses of teachers’ facilitation of students’ learning in a dynamic geometry environment.

KW - mathematics teacher competencies

KW - instrumental orchestration

KW - justificational medications

KW - mathematical reasoning

KW - dynamic geometry environments

U2 - https://doi.org/10.1007/978-3-031-10141-0_15

DO - https://doi.org/10.1007/978-3-031-10141-0_15

M3 - Chapter

SN - 978-3-031-10140-3

T3 - Mathematics Education in the Digital Era

SP - 271

EP - 292

BT - Mathematical Competencies in the Digital Era

A2 - Jankvist, Uffe Thomas

A2 - Geraniou, Eirini

PB - Springer Nature Switzerland

CY - Cham

ER -