What do virtual learning environments afford to mathematics teachers?

Abstract

There is a rapid growth in the availability of digital platforms specifically designed to allow for mathematical communication between multiple users, to help teaching and learning mathematics. Yet their uptake by mathematics teachers is slow. We seek to explore the affordances of such digital platforms to support mathematics teachers to integrate technology as part of their practice. Specifically, we ask: What are the platforms affordances that may support instrumentation and instrumentalization processes leading to the development of teacher’s didactic instrument to plan and enact a mathematical activity in a digital environment? We performed an a priori analysis of STEP and DESMOS platforms attempting to identify their affordances, and found that the platforms afford support to teachers while enacting technology-based mathematics activities. Yet, teachers’ ability to make decisions based on data gathered and visualized in dashboard embedded needs to be developed.