- Houssam Kasti
1) All teachers except Amani preserved their entry practice levels. Tima and Sara stayed as moderate practitioners (they use GeoGebra sometimes in their practices) similarly Hazem stayed as high practitioner (use GeoGebra most of the time) in his practices whereas Amani improved from low practitioner (never/rarely use GeoGebra sometimes in her practices) to moderate practitioner. 2) The change in between the iterations in the extent of use by each of the participating teachers, in general, whether to higher extent or lower extent of use seems was not the same for all the cases. It was mostly a slow change (took two iterations to reach that level) for Amani and Tima, mostly a quick change (took one iteration to reach that level) for Sara, whereas it was mostly dynamic (it was increasing then decreasing or vice versa in between iterations) for Hazem. 3) The mediating factors whether assisting or limiting were sometimes the same for all the participating teachers and sometimes they were different. For example, the collaboration with the researcher (assistive ZPA) and the accessibility to hardware (limiting ZFM) were common for all the teachers. Whereas students’ motivation (ZFM), for example, for Sara sometimes was limiting and other times was assisting and for Amani it was all the time assisting.