Why digital tools may (not) help by learning about graphs in dynamics events?

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

8 Downloads (Pure)

Abstract

Understanding graphs representing dynamic events is a challenge for many students at all levels. And technological tools can provide support in overcoming some of these difficulties. In our research we developed a digital tool that enables students to create, modify and improve graphs from dynamic events using interactive animations and intrinsic feedback. In order to get insight about why the tool helped (or not), the students we conducted a qualitative study in which we interviewed nine students who used the tool. The results offer insight in students’ learning and thinking about dynamic graphs and how digital feedback can afford that. These results are useful for researchers, developers and teachers.
Original languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
EditorsUffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis
Place of PublicationUtrecht
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University
Pages2900-2907
ISBN (Print)9789073346758
Publication statusPublished - 2019
Event11th Congress of the European Society for Research in Mathematics Education - Utrecht, Netherlands
Duration: 5 Feb 201910 Feb 2019

Conference

Conference11th Congress of the European Society for Research in Mathematics Education
Abbreviated titleCERME 11
CountryNetherlands
CityUtrecht
Period5/02/1910/02/19

Fingerprint Dive into the research topics of 'Why digital tools may (not) help by learning about graphs in dynamics events?'. Together they form a unique fingerprint.

Cite this