Using the Knowledge Quartet to analyse interviews with teachers manipulating dynamic geometry software

International audienceThis paper reports the use of the Knowledge Quartet as a tool for analysing mathematical knowledge in teaching arising in interviews with four secondary mathematics teachers based around a pre-configured GeoGebra file involving circle theorems. This research was part of larger doctoral study, where the Knowledge Quartet was chosen as a means of providing a fine-grained analysis focusing on mathematical knowledge in teaching. The sub-codes of the Knowledge Quartet were originally grounded in classroom observation and have been rarely exemplified through situations involving teachers use of technology. A tension is identified in applying the Knowledge Quartet to an interview situation involving technology centring around the sub-code ‘adherence to textbook’, with wider implications for how the framework is applied to situations involving teachers’ use of (technological) tools