Akademik Veri Yönetim Sistemi
h International Symposium on Turkish Computer and Mathematics Education (TURCOMAT-5), Antalya, Türkiye, 28 - 30 Ekim 2021, ss.121-122
This study focuses on how two middle school mathematics teachers, who are experienced regarding the use of dynamic geometry software (DGS), integrate DGS and online video conference tools together into the distance mathematics teaching. Starting from this point, the research considering instrumental orchestration framework aims to investigate (1) which functions of DGS and distance education technologies are preferred for the integration (didactical configuration), (2) how the steps of technology based mathematics teaching processes are planned (exploitation mode), (3) how the planned teaching processes are performed (didactical performance) by the participants. In addition, following the teachers’ technology based teaching plans and implications, their orchestration types are also explored. In this qualitative research, case study research design was performed in which two middle school mathematics teachers (a female [Aylin]from İstanbul, a male [Faruk] from Mersin) were selected with criterion sampling. With the aim of enhancing the validity and reliability of the research, data triangulation was performed with semi-structured interviews, video records of the teaching processes, lesson plans and research diaries during the data collection processes. The collected data was analysed with content analysis method. Within the didactical configuration, it was observed that Faruk preferred to integrate “share screen” (for both his screen and the students’ screens) and “annotate” buttons from the video conference technology (Zoom) and the tools regarding drawing and measurement tools and also the dragging function of Geogebra. On the other hand, in addition to the use of Faruk’s instructional tools, Aylin also decided to use the slider tool of Geogebra and to share links from a website regarding Geogebra activities through chatting. Within the exploitation mode, some basic differences between the participants technology based instructional plans were deduced. While, Faruk planned a detailed introduction process regarding the Geogebra tools (tech-demo orchestration type) before conducting geometry activities, it was seen that Aylin planned a short-time introduction process regarding the tools (tech-demo orchestration type). Secondly, Faruk planned to allow his students to use drawing tools of Zoom on his Geogebra screen with aim of referring to critical properties of his constructed figures (discuss-the-screen orchestration types). On the other hand, in Aylin’s further exploitation modes, she planned to perform the link-screen-board orchestration type with the use of both Zoom’s and Geogebra’s tools and also aimed to allow her students to share their screens to explain their solutions in which mathematical discussions could be performed (discuss-the-screen orchestration types). Within the didactical performance, it was seen that Faruk spontaneously allowed students to guide him to conduct operations they asked in his screen (a different version of Sherpa-at-Work) and then started discussions on the completed figures. On the other hand, when Aylin’s students were explaining their solutions on their screens, she sometimes intervenes and guides them to imply various steps she asked (Sherpa-at-Work orchestration). Also, it was seen that Aylin could spontaneously preferred to perform a different version of “Work-and-walk-by” orchestration in which she used a digital system allowing the teacher to walk around her students’ screen and also to guide them.
Keywords: Dynamic geometry software, instrumental orchestration, distance education, middle school mathematics teacher.