Supporting primary-level mathematics teachers’ collaboration in designing and using technology-based scenarios

In this paper, we address how the design of educational scenarios can support teachers’ adoption of technology and open-ended projects that endorse creativity and innovation. We describe how groups of teachers use a combination of GeoGebra and Google Sites to develop digital learning environments. Teachers and pupils work with the concept of game as something they design, and the pupils immerse themselves in scenarios the teachers create in a way similar to “playing a game.” We investigate teachers’ participation in collaborative development and testing through qualitative means, aiming to describe the teachers’ appropriation of GeoGebra as a tool for doing and teaching mathematics, and game as a metaphor supporting open-ended projects that address creativity and innovation in the classroom. The data from the project suggest that the notion of game can support collaborative scenario design and is a viable method for introducing technology and open-ended projects to primary school teachers.