IncorporatingdynamicgeometrysystemsintosecondarymathematicseducationDidacticalperspectivesandpracticesofteachers.docVIP

Paper presented at the annual conference of the British Educational Research Association, Manchester, September 2004 Incorporating Dynamic Geometry Systems into Secondary Mathematics Education: Didactical Perspectives and Practices of Teachers Kenneth Ruthven, Sara Hennessy Rosemary Deaney University of Cambridge Faculty of Education Abstract: Recent curriculum initiatives in England have encouraged the introduction of dynamic geometry systems [DGS] into secondary mathematics education, while providing little specific guidance on incorporating their use into classroom practice. In this study, we first identified the archetypical status of angle-property topics in the emergent practice of DGS use, on the basis of the examples of successful practice described by highly-regarded mathematics departments. We then explored, in greater depth, the didactical perspectives and practice of three teachers –differing in their broad pedagogical orientation– who had offered such examples, through non-participant observation of five lessons of this type, followed by post-lesson interviews. An important consideration for teachers was working efficiently with geometric figures. DGS were seen as helpful in escaping repetition of drawing and measurement required when these processes were carried out by hand. Nevertheless, teachers found themselves addressing difficulties of physical manipulation amongst their students, in many ways analogous to those occurring previously. Another concern of teachers was developing viable approaches to classroom tool use. Different approaches reflected broader pedagogical style, reportedly influenced to some degree by the ability of classes and corresponding official expectations. In moderating students’ development of technique, teachers ranged from giving students no direct experience of DGS construction, manipulation and measurement, to expecting students to make use of techniques demonstrated by the teacher. There were similar contrasts of a