The impact from computers software on teaching and students'
learning of mathematics has been offered increasingly attention in
educational research. This book reports from a study of teachers'
first ever use of a dynamic geometry software, Cabri, in teaching
at lower secondary schools in Norway. The study was situated within
developmental projects where teachers and university educators
worked together for several years. The book gives a
characterisation of teachers' progression through a development
process in which they implemented and orchestrated Cabri-use in
their teaching. The book provides a contribution to policy makers
and research in mathematics teaching, and suggests implications for
mathematics teachers considering implementation and orchestration
of dynamic geometry software-use in teaching. Conclusions are
presented indicating that implementation of a new computer software
tool can offer teachers a medium to develop new styles of
mathematics teaching. Implications are suggested concerning future
developmental projects aiming to support sustainable development in
mathematics teaching.
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