Teaching Mathematics with Technology at the Kindergarten Level: Resources and Orchestrations

Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation

“…Our research findings share similarities with some orchestration types found by both Drijvers et al (2010Drijvers et al ( , 2013 and Gueudet et al (2014) but there are also substantial differences.…”

“…A recent paper, Gueudet et al (2014), has applied the Trouche/Drijvers' framework to kindergarten mathematics with a theoretical focus on interactions between teachers and resources. Gueudet et al collaborated with a group of KTs in a similar manner to which we worked with our project teachers (described below): the research group advised on software/ hardware, the teachers planned and taught their lessons, the research team observed and analysed classroom activities and all participated in discussion of the classroom work.…”

“…Gueudet et al collaborated with a group of KTs in a similar manner to which we worked with our project teachers (described below): the research group advised on software/ hardware, the teachers planned and taught their lessons, the research team observed and analysed classroom activities and all participated in discussion of the classroom work. Gueudet et al (2014) report on two case studies with classes of 5-6 year old children. A virtual abacus, focusing on base-ten numeration, was used with one class and 'passenger train' (freeware designed to facilitate student use of numbers to record the position of passengers, rabbits, on a train) with the other class.…”

“…A virtual abacus, focusing on base-ten numeration, was used with one class and 'passenger train' (freeware designed to facilitate student use of numbers to record the position of passengers, rabbits, on a train) with the other class. Gueudet et al (2014) note similarities and differences with Drijvers et al (2010). Regarding similarities, BFor the introduction of a new software, the Technical-demo, Explain-the-screen, and Discuss-the-screen orchestration types introduced by Drijvers (2012) are still present ( Gueudet et al, 2014, p. 230).…”

“…We now comment on Gueudet et al (2014) with regard to the agency of the software. Although this paper states near the outset, BOrchestrations can be considered as the choices made by teachers^(p. 215), in Section 7 of the paper there is a comment on the 'influence of the software':…”