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Table 3 Application of CHAT in mathematics classrooms

From: Using Cultural Historical Activity Theory to understand how emerging technologies can mediate teaching and learning in a mathematics classroom: a review of literature

Authors Mediating artifacts/tools Subject Object Outcome Rules Community Division of labor
Beatty and Feldman (2012) Professional development tactics, resources (e.g., computers, whiteboards) Teacher Teacher’s instructional practice, the set of students Successful implementation of an assessment program, students’ content knowledge Specified norms and expectations of behavior Facilitators, participating teachers, other members of the school Roles and responsibilities of facilitators and teachers
Hardman (2015) Language, computer Teacher Learning of mathematics Not specified Put up hand when asking the teacher Teacher, students Not specified
Hardman (2007) Signs, tools (e.g., apple, knife) Teacher Understanding fractions Mathematically proficient students Math, behavioral Teacher, students Roles played by students and teacher
Huang and Lin (2013) Materials (e.g., textbooks) psychological (e.g., signs) Atayal students Teaching and learning of mathematics Understanding and execution of the addition and subtraction of integers Proper procedures, regulations of interactions All teachers, subjects of the Atayal school Role played by students and teacher
Naidoo (2017) Visuals (e.g., pictures) Master teachers Development of the mathematics content and conceptual knowledge Teaching and learning mathematics Not specified Learners, teachers, staff at each school, parents Not specified
Trust (2017) Search engine community wall Individuals interested in math knowledge Finding new knowledge Intention to improve student engagement Reciprocity and professionalism Like-minded individuals Contemplator, curator, crowdsourcer, contributor
Zevenbergen and Lerman (2007) Interactive whiteboards (IWBs) Not specified Not specified Not specified Not specified Not specified Not specified
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