Paths of integration of digital resources for geometry by two primary-school teachers

Abstract

This paper reports some results of a study on how Colombian primary-school teachers, experienced in the use of technological tools, integrate digital resources into their practice. Specifically, we investigate the processes of selection and integration (including appropriation and orchestration) of these resources in the teaching of geometry. We aim to illustrate the potential paths (along with associated criteria) that teachers follow when selecting and integrating digital resources into their practice, using the Documentational Approach to Didactics. Accordingly, we present case studies of a 1st-grade teacher and a 5th-grade teacher, which describe their paths during their respective geometry lessons. The paths followed by the teachers were influenced by their knowledge and beliefs regarding the utilisation of digital technology resources and the potential student engagement with such resources. All these aspects come into play as teachers select and orchestrate digital resources. Our empirical data analysis enabled us to infer several criteria for resource selection and levels of orchestration and appropriation manifested by the teachers as they integrated digital resources into their classes. This work can provide valuable insights for further exploration of how teachers integrate digital resources, and can contribute to the development of professional development programmes.

Keywords:

• Teachers’ practices
• primary-school
• geometry
• digital resources
• selection
• appropriation
• orchestration
• Documentational Approach to Didactics

Acknowledgments

The authors thank Prof. Luc Trouche for his help in preparing the initial version of this document.

We also acknowledge that the research presented in this paper was ethically approved by the Colombian schools where it took place, after written and oral presentations to the authorities, parents and participants. The research project was also approved by the Department of Mathematics Education of the Centre for Research and Advanced Studies (Cinvestav), Mexico. Additionally, all research participants in our study provided their informed signed consent, although the names given in this paper are pseudonyms.

Partial funding for the research study was provided by Mexico’s National Council for Research and Technology (CONACYT), through the Becario #678019 grant.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Mexico's Consejo Nacional de Ciencia y Tecnologia (Conacyt): [Grant Number Becario 678019].