An integrated technology course at university: Orchestration and mediation

Investigating integration of technology into undergraduate mathematics courses is still a relatively new field. In this paper we report on intensive technology use in a large undergraduate bridging calculus class. The focus is the lecturer‘s modelling of technology use and orchestration of the didactical configuration to address average rate of change. We describe a possible new guide-to-investigate orchestration with evidence of local thinking and a positive effect on student usage and attitudes.