Abstract
This study makes two contributions to mathematics education: a study of teachers and technology and a methodology that investigates technological interventions. The study included (a) the discussion of contextual problems and design principles, (b) the design of an online survey tool (i.e., Student Response Form), (c) the implementation of the tool in a variety of mathematics classrooms, and (d) a description of teachers’ perspectives on the impact of using the tool on their practice and their students. In general, teachers perceived the Student Response Form to amplify existent practices due to increased student feedback. In addition, teachers reported an increase in classroom interactions. This study explored the use of a non-conventional method of inquiry called method assemblage that was significantly influenced by the philosophical work of Gilles Deleuze and Félix Guattari. The study is offered as a basic prototype for investigating innovative uses of technology. This method attempts to maintain the tensions of rigor and unexpected outcomes.
