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Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis

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Abstract

In this paper, I report the results of a study of a large-scale implementation of an evidence-based, objective-oriented approach to teaching via digital platforms among mathematics teachers in Denmark. The aim of the study was to investigate how these platforms affect the work of mathematics teachers and how emergent problems in this process can be addressed from an implementation perspective. This objective was achieved by applying concepts from the theory of instrumental genesis to analyze ethnographical data of teachers’ platform usage and data from participatory workshops. The results of the study indicate that the design of platforms is likely to conflict with the needs of mathematics teachers and thus I argue for the need of addressing such issues by supporting teachers in enacting innovations rather than by redesigning them. Furthermore, in the paper I suggest that future workshop is an adequate format to support such enactments.

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Notes

  1. “EVA” is an abbreviation for Dansk Evalueringsinstitut (Danish Institute of Evaluation) that conducts evaluations of welfare-related initiatives. See: https://www.eva.dk/.

  2. “KL” is the association and interest organization of the 98 Danish municipalities that seeks to safeguard the common interests of the municipalities, assist individual municipalities with consultancy services, and ensure that the local authorities are provided with up-to-date and relevant information. See https://www.kl.dk/english/kl-local-government-denmark/.

  3. https://emu.dk/sites/default/files/2020-09/GSK_Vejledning_Matematik.pdf, p. 37.

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  1. Department of Science Education, University of Copenhagen, Copenhagen, Denmark

    Andreas Lindenskov Tamborg

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Correspondence to Andreas Lindenskov Tamborg.

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Tamborg, A.L. Improving mathematics teaching via digital platforms? Implementation processes seen through the lens of instrumental genesis. ZDM Mathematics Education 53, 1059–1071 (2021). https://doi.org/10.1007/s11858-021-01282-x

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