Journal of Research in Science, Mathematics and Technology Education

Sociocultural influences on primary teachers implementing TouchTimes

Sandy Bakos 1 *
1 University of Lethbridge* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 7, Issue 3, September 2024, pp. 49-78
OPEN ACCESS VIEWS: 320 DOWNLOADS: 125 Publication date: 15 Sep 2024
ABSTRACT
In this article, I share case studies of two primary school teachers (K–5) in British Columbia, Canada who were interviewed after their implementation of TouchTimes (hereafter, TT) in their mathematics classes. TT is a multi-touch digital application that is designed for users to create and interact with multiplicative situations kinaesthetically through their fingertips on an iPad screen. Using the theoretical constructs of double instrumental genesis, instrumental distance and didactical landmarks, I identify and highlight sociocultural influences described by each of the teachers as being impactful on their integration of this digital technology into their mathematics teaching. These influences included other teachers and the researchers who were part of a larger research project involving TT, as well as the students in each of the case study teachers’ classes. My analysis indicates the multi-faceted and complex nature of the process of double instrumental genesis that teachers undergo when implementing digital technology and how sociocultural factors impact teachers’ personal and professional instrumental geneses.
KEYWORDS
double instrumental genesis, primary school teachers, multiplication, touchscreen technology, TouchTimes.
CITATION (APA)
Bakos, S. (2024). Sociocultural influences on primary teachers implementing TouchTimes. Journal of Research in Science, Mathematics and Technology Education, 7(3), 49-78. https://doi.org/10.31756/jrsmte.733
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