# Impacting Mathematical and Technological Creativity with Dynamic Technology Scaffolding

## Abstract

This chapter reports on studies conducted during the past decade that investigated mathematical learning for teaching with technology (MLTT) and its relationship to creativity. Though related to mathematical knowledge for teaching (MKT) (Ball et al. in J Teach Educ 59, 389–407, 2008) and technological pedagogical content knowledge (TPCK) (Mishra and Koehler in Teachers Coll Rec 180(6):1017–1054, 2006; Niess in Teach Teach Educ 21(5):509–523, 2005), mathematical learning for teaching with technology has a strong dispositional component coupled with curiosity, creativity, and meaning making (Thompson in Third handbook of international research in mathematics education. Taylor and Francis, London, pp. 435–461, 2015). Using design-based research methods (Cobb et al. in Educ Researcher 32(1):9–13, 2003) a framework for dynamic technological scaffolding (DTS) has emerged in support of teacher learning. DTS has provided fertile ground for the design and further study of learning trajectories in which learners are exploring and eventually creating cognitively challenging mathematical task sequences in the presence of new (to them) physical and technological tools. By harnessing teachers’ motivation to inculcate curiosity, engagement, and learning for their students, these design studies have created conditions where teachers have become curious, creative, and technologically savvy to the point where many have gone on to pursue similar kinds of experiences with their mathematics students. This chapter will explore and present DTS as created and implemented with secondary mathematics teachers and DTS as creative work pursued by teachers.

## Keywords

Curiosity Creativity Dynamic technology scaffolding Provocative tasks Design research## References

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