Computer applications and digital tasks can be designed in ways that support mathematical learning. In this paper we discuss the results of a teacher experiment involving a computer application that was designed to elicit students’ covariational thinking when learning about graphs. The application provides adaptive feedback based on students’ graphs, that are created using free-hand drawing. We focus on students’ learning with two animations of the application. Analysis of students’ graphs and written explanations showed that most students improved their initial graph or they kept the same graph as it was originally correct after working with the application. These results and its implications will be discussed.
|Title of host publication||Proceedings of the Tenth ERME Topic Conference (ETC 10) on Mathematics Education in the Digital Age (MEDA)|
|Editors||Ana Donevska-Todorova, Eleonora Faggiano|
|Place of Publication||https://hal.archives-ouvertes.fr/hal-02932218/document|
|Publisher||Johannes Kepler University Linz, Austria|
|Number of pages||278|
|Publication status||Published - 10 Sept 2020|