How Do Teachers Use Digital Technology When They Engage Students in Mathematical Inquiry?

This paper addresses how digital technology is used during mathematical inquiry in Norwegian secondary school following the implementation of a new national curriculum in 2020. The curriculum emphasizes inquiry-based learning, while digital technology is widely available and frequently used in Norwegian education. We analyzed 95 video-recorded lessons, subdivided into 343 fifteen-minute segments, using observation instruments that capture both digital technology use and inquiry. The results were that segments featuring advanced use of digital technology were more likely to feature mathematical inquiry. During mathematical inquiry, dynamic geometry software and spreadsheets were the most used digital technologies, while computer algebra systems and programming environments were the least used. We also conducted a qualitative analysis of the functions that digital technology had for mathematical inquiry. On the one hand, digital technology enabled mathematical inquiry by efficiently drawing graphs, either by saving labor or by enabling visual reasoning before formal learning. On the other hand, digital technology sometimes shifted mathematical inquiry towards computational approaches and use of software features. These findings highlight both the potential and limitations of digital technology during mathematical inquiry, cautioning against overly simplistic views of their impact.