
06675784
a
Burrill, Gail
Designing interactive dynamic technology activities to support the development of conceptual understanding.
Leung, Allen (ed.) et al., Digital technologies in designing mathematics education tasks. Potential and pitfalls. Cham: Springer (ISBN 9783319434216/hbk; 9783319434230/ebook). Mathematics Education in the Digital Era 8, 303328 (2017).
2017
Cham: Springer
EN
U70
D80
D30
conceptual understanding
learning progressions
interactive dynamic technology
action consequence principle
doi:10.1007/9783319434230_15
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 appletlike 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.