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RESEARCH PRODUCT

Working with Teachers: Context and Culture

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This chapter concerns collaborations between teacher educators and teachers in activities involving digital technologies in the teaching and learning of mathematics. In light of the complexity involved in introducing new artefacts into existing cultures of practices, we focus on our attempts to develop ways of working with teachers so that they can become active participants in designing practices and routines appropriate for the particularities of their own classrooms. Three case studies are presented, from three different countries, Norway, Greece and Brazil, each of which describes the participation of teachers in a process of communal design of mathematical tools and activities. Two theoretical notions, boundary objects and instrumental genesis, are employed in order interpret the case studies and to illuminate the challenges associated with involving teachers in considering when, how and why digital technologies might be used fruitfully in the teaching of mathematics.