{"title":"Didactical and Semiotic Affordance of GeoGebra in a Productive Mathematical Discourse","authors":"I. Benning","volume":195,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":209,"pagesEnd":216,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10013032","abstract":"<p>Using technology to expand the learning space is critical for a productive mathematical discourse. This is a case study of two teachers who developed and enacted GeoGebra-based mathematics lessons following their engagement in a two-year professional development. The didactical and semiotic affordance of GeoGebra in widening the learning space for a productive mathematical discourse was explored. The approach of thematic analysis was used for lesson artefact, lesson observation, and interview data. The results indicated that constructing tools in GeoGebra provided a didactical milieu where students used them to explore mathematical concepts with little or no support from their teacher. The prompt feedback from the GeoGebra motivated students to practice mathematical concepts repeatedly in which they privately rethink their solutions before comparing their answers with that of their colleagues. The constructing tools enhanced self-discovery, team spirit, and dialogue among students. With regards to the semiotic construct, the tools widened the physical and psychological atmosphere of the classroom by providing animations that served as virtual concrete to enhance the recording, manipulation, testing of a mathematical idea, construction, and interpretation of geometric objects. These findings advance the discussion of widening the classroom for a productive mathematical discourse within the context of the mathematics curriculum of Ghana and similar sub-Saharan African countries.<\/p>","references":"[1]\tC. Giberti, F. Arzarello, G. Bolondi, and H. Demo, \u201cExploring students\u2019 mathematical discussions in a multi-level hybrid learning environment\u201d. ZDM, vol. 54, pp. 403\u2013418, 2022. \r\n[2]\tS. M. Calor, R. Dekker, J. P. van Drie, and M. L. Volman, \u201cScaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions\u201d. J. of the Learning Sciences, vol. 31, no. 3, pp. 369-407, 2022.\r\n[3]\tJ. Moschkovich, Supporting the participation of English language learners in mathematical discussions. For the learning of mathematics, vol. 19, no. 1, pp. 11-19, 1999.\r\n[4]\tC. Attard and C. 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