Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis

Research output: Contribution to journal › Journal article › Research › peer-review

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Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis. / Tamborg, Andreas Lindenskov.

In: ZDM - Zentralblatt für Didaktik der Mathematik, Vol. 53, 2021, p. 1059–1071.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Tamborg, AL 2021, 'Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis', ZDM - Zentralblatt für Didaktik der Mathematik, vol. 53, pp. 1059–1071. https://doi.org/10.1007/s11858-021-01282-x

APA

Tamborg, A. L. (2021). Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis. ZDM - Zentralblatt für Didaktik der Mathematik, 53, 1059–1071. https://doi.org/10.1007/s11858-021-01282-x

Vancouver

Tamborg AL. Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis. ZDM - Zentralblatt für Didaktik der Mathematik. 2021;53:1059–1071. https://doi.org/10.1007/s11858-021-01282-x

Author

Tamborg, Andreas Lindenskov. / Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis. In: ZDM - Zentralblatt für Didaktik der Mathematik. 2021 ; Vol. 53. pp. 1059–1071.

Bibtex

@article{95d7d68e31a84e9792c43ca341e9741e,
title = "Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis",
abstract = "In this paper I report the results of a study of a large-scale implementation of an evidence-based, objective-oriented approach to teaching via digital platforms among mathematics teachers in Denmark. The aim of the study was to investigate how these platforms affect the work of mathematics teachers and how emergent problems in this process can be addressed from an implementation perspective. This objective was achieved by applying concepts from the theory of instrumental genesis to analyze ethnographical data of teachers{\textquoteright} platform usage and data from participatory workshops. The results of the study indicate that the design of platforms is likely to conflict with the needs of mathematics teachers and thus I argue for the need of addressing such issues by supporting teachers in enacting innovations rather than by redesigning them. Furthermore, in the paper I suggest that Future Workshop is an adequate format to support such enactments. ",
author = "Tamborg, {Andreas Lindenskov}",
year = "2021",
doi = "10.1007/s11858-021-01282-x",
language = "Dansk",
volume = "53",
pages = "1059–1071",
journal = "ZDM - Zentralblatt f{\"u}r Didaktik der Mathematik",
issn = "0044-4103",
publisher = "Fachinformationszentrum Karlsruhe",

}

RIS

TY - JOUR

T1 - Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis

AU - Tamborg, Andreas Lindenskov

PY - 2021

Y1 - 2021

N2 - In this paper I report the results of a study of a large-scale implementation of an evidence-based, objective-oriented approach to teaching via digital platforms among mathematics teachers in Denmark. The aim of the study was to investigate how these platforms affect the work of mathematics teachers and how emergent problems in this process can be addressed from an implementation perspective. This objective was achieved by applying concepts from the theory of instrumental genesis to analyze ethnographical data of teachers’ platform usage and data from participatory workshops. The results of the study indicate that the design of platforms is likely to conflict with the needs of mathematics teachers and thus I argue for the need of addressing such issues by supporting teachers in enacting innovations rather than by redesigning them. Furthermore, in the paper I suggest that Future Workshop is an adequate format to support such enactments.

AB - In this paper I report the results of a study of a large-scale implementation of an evidence-based, objective-oriented approach to teaching via digital platforms among mathematics teachers in Denmark. The aim of the study was to investigate how these platforms affect the work of mathematics teachers and how emergent problems in this process can be addressed from an implementation perspective. This objective was achieved by applying concepts from the theory of instrumental genesis to analyze ethnographical data of teachers’ platform usage and data from participatory workshops. The results of the study indicate that the design of platforms is likely to conflict with the needs of mathematics teachers and thus I argue for the need of addressing such issues by supporting teachers in enacting innovations rather than by redesigning them. Furthermore, in the paper I suggest that Future Workshop is an adequate format to support such enactments.

U2 - 10.1007/s11858-021-01282-x

DO - 10.1007/s11858-021-01282-x

M3 - Tidsskriftartikel

VL - 53

SP - 1059

EP - 1071

JO - ZDM - Zentralblatt für Didaktik der Mathematik

JF - ZDM - Zentralblatt für Didaktik der Mathematik

SN - 0044-4103

ER -

ID: 269746289