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Opportunities for Instrumental Genesis in Mathematics Lessons

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Title: Opportunities for Instrumental Genesis in Mathematics Lessons
Language: English
Authors: Catherine Dennis, Orly Buchbinder
Source: North American Chapter of the International Group for the Psychology of Mathematics Education. 2023 (pter).
Availability: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2023
Document Type: Speeches/Meeting Papers
Reports - Research
Descriptors: Mathematics Education, Mathematics Instruction, Teaching Methods, Problem Solving, Technology Uses in Education, Educational Technology, Technology Integration, Troubleshooting
Abstract: As digital technologies become a commonplace in mathematics classrooms, they transform the ways students and teachers interact with mathematics. Students learn to use a technological tool for solving mathematical tasks through a process known as instrumental genesis. Teachers' support for this process is known as instrumental orchestration. In this paper we explore how both peers and teachers provide opportunities to influence the instrumental genesis process with group, one-on-one, and full class discourse. Through analyzing videos of three lessons from professional development websites we found evidence of six literature-based categories of instrumental orchestration, as well as five new categories expanding the instrumental orchestration framework. The study outcomes can be used to advance research on integration of digital technology in classrooms to promote rich mathematics learning for all students. [For the complete proceedings, see ED658295.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED658441
Database: ERIC
FullText Text:
  Availability: 0
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  Data: As digital technologies become a commonplace in mathematics classrooms, they transform the ways students and teachers interact with mathematics. Students learn to use a technological tool for solving mathematical tasks through a process known as instrumental genesis. Teachers' support for this process is known as instrumental orchestration. In this paper we explore how both peers and teachers provide opportunities to influence the instrumental genesis process with group, one-on-one, and full class discourse. Through analyzing videos of three lessons from professional development websites we found evidence of six literature-based categories of instrumental orchestration, as well as five new categories expanding the instrumental orchestration framework. The study outcomes can be used to advance research on integration of digital technology in classrooms to promote rich mathematics learning for all students. [For the complete proceedings, see ED658295.]
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