Project
Home

Resources for Schools

Publications & Seminars

Research
Materials

Project
Team Only

MANIFESTATIONS OF AFFORDANCES OF A TECHNOLOGYRICH TEACHING AND LEARNING ENVIRONMENT (TRTLE)

This paper reports an instrumental case study of the perception and enactment of affordances in a Year 11 mathematics classroom where students were studying functions. Manifestations of affordances of the TRTLE were identified from several data sources. The conditions that enabled and /or promoted perception and enactment of affordances of the TRTLE to facilitate students' understanding of, and working with, functions were identified using thematic matrices and Valsiner's Zone Theory. Factors both internal and external to the TRTLE impacted on the students' Zone of Free Movement influencing the effectiveness of the teacher's Zone of Promoted Action.

Brown, J. (2006). Manifestations of affordances of a technology-rich teaching and learning environment (TRTLE). In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education (PME), Prague(Vol. 2, pp. 241-248). Prague: PME.

 

 

 

 

 

 

 

 

 

 




For information about this page, contact: Kaye Stacey
Contact Email Address: k.stacey@unimelb.edu.au
Department Homepage: http://www.edfac.unimelb.edu.au/sme/
Faculty Homepage: www.edfac.unimelb.edu.au/
Last modified:

This page, its contents and style, are the responsibility of the author and
do not represent the views, policies or opinions of The University of Melbourne.