An investigative lesson with dynamic geometry: a case study of key structuring features of technology integration in classroom practice

teaching and technology integration in school mathematics point to key structuring features – working environment, resource system, activity format, curriculum script, time economy – that shape patterns of technology integration into classroom practice and require teachers to develop their craft knowledge accordingly (Ruthven, 2007). This conceptual framework is applied to the analysis of an investigative lesson incorporating dynamic geometry use, employing evidence from classroom observation and teacher interview. The results illuminate many aspects of professional adaptation and development on which successful technology integration into classroom practice depends. INTRODUCTION TO THE STUDY From synthesis of the relevant research literatures, I have argued that successful integration of computer-based tools and resources into school mathematics depends on coordinating working environment, resource system, activity format and curriculum script to underpin classroom practice which is viable within the tim