id: 06675784
dt: a
an:
au: Burrill, Gail
ti: Designing interactive dynamic technology activities to support the
development of conceptual understanding.
so: Leung, Allen (ed.) et al., Digital technologies in designing mathematics
education tasks. Potential and pitfalls. Cham: Springer (ISBN
978-3-319-43421-6/hbk; 978-3-319-43423-0/ebook). Mathematics Education
in the Digital Era 8, 303-328 (2017).
py: 2017
pu: Cham: Springer
la: EN
cc: U70 D80 D30
ut: conceptual understanding; learning progressions; interactive dynamic
technology; action consequence principle
ci:
li: doi:10.1007/978-3-319-43423-0_15
ab: Summary: Technology can make a difference in teaching and learning
mathematics when it serves as a vehicle for learning and not just as a
tool to crunch numbers and to draw graphs. This paper discusses a
technology leveraged program to develop student understanding of core
mathematical concepts. A sequence of applet-like dynamically linked
documents allows students to take a meaningful mathematical action,
immediately see the consequences, and then reflect on those
consequences in content areas associated with the middle grades U.S.
Common Core State Standards. The materials are based on the research
literature about student learning, in particular enabling students to
confront typical misconceptions, and designed to support carefully
thought out mathematical progressions within and across the grades.
rv: