Technology Integration in Secondary School Mathematics: The Development of Teachers’ Professional Identities

Abstract

In this chapter we study the use of software in mathematics by French kindergarten teachers who are working with 5 and 6-year-old children. We retain the theoretical perspective of the documentational approach, considering that teachers interact with a variety of resources, including technology. These interactions lead to the development, by the teachers, of documents, associating resources and professional knowledge. We focus here on the way teachers organise the available resources, for a given mathematical objective: the orchestrations they choose. Following in particular three teachers, we identify different types of orchestrations, evidencing teacher agency, and a specific attention to individual children's differences. Teacher knowledge of different kinds (pedagogical knowledge, knowledge about curriculum material, knowledge about the teaching of numbers at kindergarten) intervenes in the choice of orchestration.