This article examines patterns of classroom organisation and interaction associated with the use of a particular type of digital technology -- the dynamic software GeoGebra -- in the lessons of an opportunity sample of three English secondary-school mathematics teachers. The concept of activity structure is used to organise this study, further…

This article examines three important facets of the incorporation of new technologies into educational practice, focusing on emergent usages of the mathematical tools of computer algebra and dynamic geometry. First, it illustrates the interpretative flexibility of these tools, highlighting important differences in ways of conceptualizing and…

The idea of "interpretative flexibility" underpins new approaches to studying technological artefacts and curricular resources in use. This paper opens by reviewing, in this light, the evolving design of dynamic geometry, its pioneering use within classroom projects, and early sketches of its mainstream use in ordinary classrooms. After…