Analysing teachers’ classroom experiences of teaching with dynamic geometry environments: comparing and contrasting two approaches

The use of digital technologies in mathematics classroom continues to increase. Yet even when well-planned, such use is not unproblematic; indeed, uncertainties are inherent. In this article, we use analyses of teachers’ activity in two classrooms, a French one and an English one, when technology in general, and dynamic geometry software in particular, is used. We present two different theoretical frames and show how, in spite of differences related to the context, the object, and the methodological backgrounds, the outcomes in terms of the analysis of teachers’ practices turn out to be close. These outcomes provide insights into the complexities of technology integration within mathematics lessons and teachers’ decision making both in the moment, and over time