id: 06540142
dt: a
an: 2016b.01008
au: Koile, Kimberle; Rubin, Andee
ti: Animated mathematical proofs in elementary education.
so: Hammond, Tracy (ed.) et al., The impact of pen and touch technology on
education. Cham: Springer (ISBN 978-3-319-15593-7/hbk;
978-3-319-15594-4/ebook). Human-Computer Interaction Series, 67-79
(2015).
py: 2015
pu: Cham: Springer
la: EN
cc: U72 E52
ut: mathematical proofs; animation creation tools; demonstration of arguments;
animation
ci:
li: doi:10.1007/978-3-319-15594-4_7
ab: Summary: The ability to prepare and present a mathematical argument, or
proof, is a key component of the mathematical competence students need
to achieve in elementary school. A proof for elementary students is not
the highly structured deductive mathematical argument seen in high
school algebra classes. Elementary students can, however, create
mathematical arguments about equivalence using vocabulary appropriate
for their level of understanding. The goal of the Technology to Support
Mathematical Argumentation project is to develop computational tools
with which elementary students can construct and share mathematical
arguments. This chapter reports on the development of array
manipulation and animation creation tools that are extensions to our
tablet-based Classroom Learning Partner (CLP) software. It also
describes our experience in a Boston third grade classroom in which
students were able to successfully create animations to demonstrate
mathematical arguments about equivalence.
rv: