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

Teaching with digital technology

“…It is significant that this typology concerns the phase of classroom teaching that involves the teachers’ orchestration of whole-class work. A number of studies have adopted this framework within more holistic classroom settings, for example to include phases in the lesson when students work independently with a technology, adding Walk-and-spot (Bozkurt & Ruthven, 2016b , a ) and Guide-and-explain (Simsek 2020 ) to the exploitation modes. These more recent studies are also seeking explore the nature of teachers’ orchestrations for the teaching of specific mathematical topics, such as geometric similarity (Simsek 2020 ), which reveals subtle and important differences in a more expert teacher’s practice.…”

“…In this issue, Bozkurt and Uygan ( 2020 ) highlight the important issue of teachers’ flexibility and adaptivity as they introduce digital technologies into mathematics classrooms. By examining the case of a mathematics teacher who was a novice in technology-use, in the context of Turkish secondary school, the authors study the integration of a technology into the teaching of mathematics.…”

“…The technology is a dynamic geometry software, and its integration is analysed with respect to the teacher’s professional instrumental genesis framework (Haspekian, 2014 ) and the hiccup construct (Clark-Wilson, 2010b ). The researchers analyse the teaching practices to characterise the professional instrumentation and its evolution, with the hiccups providing “a tool for the teacher to pinpoint the differences between her professional genesis, personal genesis and pupils’ instrumental genesis” (Bozkurt & Uygam, 2020 ). This study extends the previous research by highlighting how the development of a teacher’s contingent knowledge was fundamental to her process of professional instrumental genesis with respect to dynamic geometry software and the role of the hiccup construct in this process.…”

“…The study by Bozkurt and Uygan ( 2020 ) presents a teacher’s professional learning with respect to one particular technology for teaching (i.e. Geogebra).…”

ICT-Based Learning in New Normal Era: Viewed from Practice and Impact in ELT Classroom

“…The instructor may choose and create appropriate resources to assess pupils' success in all abilities. Furthermore, when using ICT to aid foreign language training, the following impacts tend to be the most obvious: 1) the ability to flexibly alter educational materials based on conditions, learner requirements, and reaction; 2) ICT provides for the reaction to and utilization of recent/daily news, as well as access to legitimate content on the internet; 3) possibility of combining/using (basic) skills alternately (text and images, audio and video clip); 4) lectures become more entertaining and less mundane, increasing student engagement; and 5) ICT allows you to concentrate on one aspect of the lesson at a time (Bozkurt & Uygan, 2020).…”