A Geography of Connections: Networks of Humans and Materials in Mathematics Classrooms Using Handheld Technology

Thomas Hillman


This article examines the role of materials in education by investigating the inclusion of a handheld digital technology in mathematics classrooms. By drawing on activity theory to conceptualize learning with technology and Actor-Network theory to understand the relationships between materials and humans, the use of educational technology in two secondary school mathematics classrooms is investigated. Drawing on interviews and video-recorded classroom observation, this investigation maps the patterns of relations among humans and materials as classroom socio-technical networks adapt to the inclusion of a handheld digital technology. The results present a variety of ways that the human and material actors in classroom socio-technical networks operate as an interconnected whole rather than as a set of individual interactions.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201121


mathematics education; technology; actor-network theory; materiality; learning; interviews; video-recorded observation; interaction analysis; activity theory

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DOI: http://dx.doi.org/10.17169/fqs-13.1.1581

Copyright (c) 2011 Thomas Hillman

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