Date of Award

1-1-2016

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Richard S. Kitchen, Ph.D.

Second Advisor

Kathy Green

Third Advisor

Nicole Joseph

Keywords

Instrumental genesis, Interactive whiteboards, Inventory, Math education

Abstract

The adoption of interactive whiteboard technology in the mathematics classroom has been reasonably explored in terms of effective use (Glover & Miller, 2009), student engagement (Morgan, 2008) and achievement (Lutz, 2010), pedagogy (G. Beauchamp & Kennewell, 2013), and learning environments (Yang, Wang, & Kao, 2012). However, there has been little research performed regarding how teachers actually become effective at orchestrating and managing the technology in the classroom in terms of their level of instrumental genesis attainment. In this study, I examined how a teacher develops instrumental genesis, the two-fold process involving instrumentation and instrumentalisation, with interactive whiteboard technology through an exploratory sequential mixed methods design. Teacher interviews and class observations enabled the researcher to consider the operations, actions, and activities involved in developing instrumental genesis and guided the researcher in the quantitative phase of the study where the Adair Instrumental Genesis Inventory was created, piloted, and field tested.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Mindy H. Adair

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

310 p.

Discipline

Mathematics Education, Educational Technology

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