Examining teachers' instrumental orchestrations in teaching algebra with technology

The purpose of this study is to reveal the instrumental orchestrations of middle school mathematics teachers regarding technology-supported algebra teaching with GeoGebra. For this purpose, the types of orchestrations that teachers put forward during classroom teaching, how the orchestration types differ, and the orchestration chain flow are explained. The research is a case study, a type of qualitative research design. The research was conducted in two public secondary schools during the 2022-2023 academic year with two mathematics teachers with high digital proficiency. The teachers used GeoGebra activities prepared by the researchers. A total of 17 lesson hours were observed, eight from Teacher Ayşe and nine from Teacher Burak. In this study, teachers' instrumental orchestrations were analyzed using orchestrations from the literature as references. Three new orchestration types were also identified. The data consisted of observations and video recordings during the implementation of GeoGebra activities, video and audio recordings taken during pre- and post-lesson semi-structured interviews, notes taken by the researcher during observations, and activity sheets aligned with the GeoGebra activities. The collected data was analyzed using MAXQDA-2022 qualitative data analysis software. The findings revealed various orchestration types during teachers' use of GeoGebra activities and applets. It was determined that the types of orchestrations varied according to the learning outcomes in the teaching of Teachers Ayşe and Burak. In addition, orchestration flows are observed for some orchestrations in the teachers' lessons. Orchestrations such as guide-and-explain, explain-the-screen, discuss-the-screen were found to be common to both teachers throughout the lesson. Keywords: Algebra, GeoGebra, Instrumental orchestration, Technology-supported mathematics education