MANIFESTATIONS OF AFFORDANCES OF A TECHNOLOGY-RICH TEACHING AND LEARNING ENVIRONMENT (TRTLE)

This paper reports an instrumental case study of the perception and enactment of affordances in a Year 11 mathematics classroom where students were studying functions. Manifestations of affordances of the TRTLE were identified from several data sources. The conditions that enabled and /or promoted perception and enactment of affordances of the TRTLE to facilitate students understanding of and working with, functions were identified using thematic matrices and Valsiner's Zone Theory. Factors both internal and external to the TRTLE impacted on the students' Zone of Free Movement influencing the effectiveness of the teacher's Zone of Promoted Action.