Platforms as Infrastructures for Mathematics Teachers' Work With Resources

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Abstract

In this paper, we describe how digital learning platforms can be analysed as “resources” using the documentational approach to didactics (DAD). We explore the case of Denmark where national platforms that are compulsory for mathematics teachers to use. These platforms are received both as useful by some teachers and as very problematic by others. We suggest that the compulsory nature of the implementation as well as the larger context of conflict between teachers and the government are critical factors explaining how the same technology are received so differently and we discuss how such phenomena concerning compulsory deep infrastructures can be seen with DAD.
Original languageDanish
Title of host publicationProceedings of the Third International Conference on Mathematics Textbook Research and Development
EditorsSebastian Rezat, Lianghuo Fan, Mathias Hattermann, Jan Schumacher, Holger Wuschke
Number of pages6
PublisherUniversitätsbibliothek Paderborn
Publication date1 Aug 2019
Pages105-110
ISBN (Print)978-3-945437-06-3
DOIs
Publication statusPublished - 1 Aug 2019
Externally publishedYes

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