Browse > Article

An Activity Theoretical Analysis on the Instrumenatal Orchestration of the Teacher: Focusing on the Calculator-Based Classroom Activities of Gifted Elementary Math Students  

Kang, Young Ran (Hyoja Elementary School)
Cho, Cheong Soo (Yeungnam University)
Publication Information
School Mathematics / v.17, no.2, 2015 , pp. 273-287 More about this Journal
Abstract
The purpose of this study was to obtain a deeper understanding of didactic processing in the class that unified with engineering by analyzing on the types of the teacher's instumental orchestration and schematizing it as an activity system. In order to do so, a qualitative study of a 5th grade class for math-gifted students in Y elementary school with ethnography was conducted. Interviews with the students were held and various document data were collected during the participational observation of the class. The collected qualitative data were gone through the analytical induction while the instrumental orchestration of Drijvers, Boon, Doorman, Reed, & Gravemeijer as well as the secondgeneration activity theory of Engestrom were using as the frame of conceptional reference. According to the result of this study, there exist 4 types, such as 'technical demo' 'link screen board', 'detection-exploring small group' and 'explain the screen and technical demo'.
Keywords
instrumental orchestration; activity theory; calculator;
Citations & Related Records
연도 인용수 순위
  • Reference
1 김석화 (2014). 계산기 활용이 초등수학교사의 인식과 수업에 미치는 영향에 대한 사례연구, 미출판 석사학위논문, 경인교육대학교 교육대학원, 인천.
2 김의식 (2002). 초등학교 수학에서 계산기 사용이 아동의 수학 학습력 및 성향에 미치는 영향, 미출판 석사학위논문, 대구교육대학교 교육대학원, 대구.
3 김지연 (2011). 계산기를 활용한 수학학습이 수학 학습부진아의 문제해결력 및 수학 학습태도에 미치는 영향, 미출판 석사학위논문, 서울교육대학교 교육대학원, 서울.
4 안병곤 (2005). 초등수학에서 계산기 활용에 대한 효과 분석. 학교수학, 7(1), 17-32.
5 양순환 (2003). 초등학교 6학년 수학과 계산기 활용 방안 연구, 미출판 석사학위논문, 한국교원대학교 교육대학원, 청주.
6 이헌수 (2011). 테크놀로지를 활용한 수학 영재교육, 미출판 박사학위논문, 전남대학교 대학원, 광주.
7 Artigue, M. (2001). Learning Mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. Retrieved from http://www.lkl.ac.uk/research/came/events/freudenthal/1-Presentation-Artigue.pdf.
8 Drijvers, P., Boon, P., Doorman, M., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: Instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213-234.   DOI
9 Drijvers, P. (2012). Teachers transforming resources into orchestrations. In G. Gueudet, B. Pepin, & L. Trouche (Eds.), From text to 'lived' resources: mathematics curriculum materials and teacher development (pp. 265-281). New York: Springer.
10 Drijvers, P., Tacoma, S., Besamusca, A., Doorman, M., & Boon, P. (2013). Digital resources inviting changes in mid-adopting teachers' practices and orchestrations. ZDM Mathematics Education, 45(7), 987-1001.   DOI
11 Engestrom, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.   DOI
12 Lagrange, J. B., Artigue, M., Laborde, C., & Trouche, L. (2003). Technology and mathematics education: A multidimensional study of the evolution of research and innovation. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 237-269). Dordrecht: Kluwer.
13 Lagrange, J. B., & Monaghan, J. (2009). On the adoption of a model to interpret teachers'use of technology in mathematics lessons. Retrieved http://www.inrp.fr/editions/editionselectroniques
14 McCauliff, E. (2004). The calculator in the elementary classroom: Making a useful tool out of an ineffective crutch. Concept, 27, 1-13.
15 Surgenor, P. (2007). Pressing the right buttons: Calculator use in schools and in junior cycle mathematics: Summary report on phase II of the study of the effects of calculator use on mathematics in schools and in certificate examinations. Ireland: St. Patrick's College.
16 Tabach, M. (2011). A mathematics teacher's practice in a technological environment: A case study analysis using two complementary theories. Technology, Knowledge and Learning, 16(3), 247-265.   DOI
17 Virkkunen, J., & Kuutti, K. (2000). Understanding organizational learning by focusing on 'activity system'. Accounting Management and Information Technologies, 10(4), 291-319.   DOI
18 Texas Instruments. (1997). Getting started with the CBR. Retrieved from http://education.ti.com
19 Trouche, L. (2004). Managing complexity of human/machine interactions in computerized learning environments: Guiding students' command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9, 281-307.   DOI
20 Verillon, P., & Rabardel, P. (1995). Cognition and artifacts: a contribution to the study of thought in relation to instrumented activity. European Journal of Psychology of Education, 10(1), 77-101.   DOI