This paper suggests a set of key features that might be appropriate when talking about digital textbooks or e-textbooks for mathematics education. The set of features are presented in a coherent framework and the paper will discuss each of the six features: widgets, interactivity, feedback, storing results, instructional design, authorability, interoperability and standards. I will argue, though, that these individual features are ‘more than the sum of the parts’; in other words that it’s the fact they are integrated into one e-textbook design that makes them useful. I try to support this by reframing the question to ‘what will we miss if the feature wouldn’t be there?’
{"title":"Using technology for digital mathematics textbooks: More than the sum of the parts","authors":"C. Bokhove","doi":"10.1564/TME_V24.3.01","DOIUrl":"https://doi.org/10.1564/TME_V24.3.01","url":null,"abstract":"This paper suggests a set of key features that might be appropriate when talking about digital textbooks or e-textbooks for mathematics education. The set of features are presented in a coherent framework and the paper will discuss each of the six features: widgets, interactivity, feedback, storing results, instructional design, authorability, interoperability and standards. I will argue, though, that these individual features are ‘more than the sum of the parts’; in other words that it’s the fact they are integrated into one e-textbook design that makes them useful. I try to support this by reframing the question to ‘what will we miss if the feature wouldn’t be there?’","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2017-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44432438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This thesis concerns the challenge of integrating dynamic software environments into the teaching of mathematics. It investigates particular aspects of the design of tasks which employ this type of computer-based system, with a focus on improvement, both of the tasks themselves and of the design process through which they are developed and refined.The thesis reports two research projects: a small initial one preceding a larger main project. The initial case study, involving two graduate students in mathematics, develops a task design model for geometrical locus problems. The main study constitutes the first iteration of a design-based study, conducted in collaboration with four upper-secondary school teachers and their classes. It seeks to identify task design characteristics that foster students’ mathematical reasoning and proficient use of software tools, and examines teachers’ organisation of ‘follow-up’ lessons.The findings concern three particular aspects: features of tasks and task environment relevant to developing a specific plan of action for a lesson; orchestration of a particular task environment to support the instrumental genesis of specific dynamic software tools; how to follow up students’ work on computer-based tasks in a whole-class discussion.
{"title":"Redesigning task sequences to support instrumental genesis in the use of movable points and slider bars","authors":"Maria Fahlgren","doi":"10.1564/TME_V24.1.01","DOIUrl":"https://doi.org/10.1564/TME_V24.1.01","url":null,"abstract":"This thesis concerns the challenge of integrating dynamic software environments into the teaching of mathematics. It investigates particular aspects of the design of tasks which employ this type of computer-based system, with a focus on improvement, both of the tasks themselves and of the design process through which they are developed and refined.The thesis reports two research projects: a small initial one preceding a larger main project. The initial case study, involving two graduate students in mathematics, develops a task design model for geometrical locus problems. The main study constitutes the first iteration of a design-based study, conducted in collaboration with four upper-secondary school teachers and their classes. It seeks to identify task design characteristics that foster students’ mathematical reasoning and proficient use of software tools, and examines teachers’ organisation of ‘follow-up’ lessons.The findings concern three particular aspects: features of tasks and task environment relevant to developing a specific plan of action for a lesson; orchestration of a particular task environment to support the instrumental genesis of specific dynamic software tools; how to follow up students’ work on computer-based tasks in a whole-class discussion.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67157913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we investigated the relationship between the use of a digital tool for algebra and students’ algebraic understanding from an instrumentation theory perspective. In particular, we considered the schemes that students developed for algebraic substitution using an applet called Cover-up. The data included video registrations of three seventh-grade Indonesian students (12-13 year-olds) using the applet. The results showed that while solving equations and related word problems, the students developed schemes for algebraic substitution in which technical skills and conceptual understanding are intertwined. The schemes gradually were adapted to solve larger classes of equations. We found that crucial factors in this development called instrumental genesis are the characteristics of the applet and the task design, the role of a teacher, and the interaction among students.
{"title":"An instrumentation theory view on students’ use of an applet for algebraic substitution","authors":"A. Jupri, P. Drijvers, M. Heuvel-Panhuizen","doi":"10.1564/TME_V23.2.02","DOIUrl":"https://doi.org/10.1564/TME_V23.2.02","url":null,"abstract":"In this paper we investigated the relationship between the use of a digital tool for algebra and students’ algebraic understanding from an instrumentation theory perspective. In particular, we considered the schemes that students developed for algebraic substitution using an applet called Cover-up. The data included video registrations of three seventh-grade Indonesian students (12-13 year-olds) using the applet. The results showed that while solving equations and related word problems, the students developed schemes for algebraic substitution in which technical skills and conceptual understanding are intertwined. The schemes gradually were adapted to solve larger classes of equations. We found that crucial factors in this development called instrumental genesis are the characteristics of the applet and the task design, the role of a teacher, and the interaction among students.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67157870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching Undergraduate Mathematics Using CAS Technology: Issues and Prospects.","authors":"Patrick Tobin, V. Weiss","doi":"10.1564/TME_V23.1.04","DOIUrl":"https://doi.org/10.1564/TME_V23.1.04","url":null,"abstract":"","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67157810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-07-16DOI: 10.11648/J.EDU.20150404.16
Theodosia Prodromou, Z. Lavicza, Balázs Koren
This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., [e.g., 1, 2] for general technology integration. In this paper our aim was to focus on the students’ experience of the shift in the classroom dynamic and examine how students felt about the teacher’s demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers.
{"title":"Increasing Students' Involvement in Technology-Supported Mathematics Lesson Sequences.","authors":"Theodosia Prodromou, Z. Lavicza, Balázs Koren","doi":"10.11648/J.EDU.20150404.16","DOIUrl":"https://doi.org/10.11648/J.EDU.20150404.16","url":null,"abstract":"This article aims to report on a pilot study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework Lavicza et al., [e.g., 1, 2] for general technology integration. In this paper our aim was to focus on the students’ experience of the shift in the classroom dynamic and examine how students felt about the teacher’s demonstrations and about the student-led activities. Results of this study suggested that students were generally enthusiastic about the use of technology in the classroom, but beyond classroom demonstrations they preferred hands-on activities and opportunities to discuss learning with their peers.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64785162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a recognized need in mathematics teaching for new kinds of task which exploit the affordances provided by new technology. This paper focuses on the design of prediction tasks to foster stu ...
{"title":"Designing Prediction Tasks in a Mathematics Software Environment","authors":"Mats Brunström, Maria Fahlgren","doi":"10.1564/TME_V22.1.01","DOIUrl":"https://doi.org/10.1564/TME_V22.1.01","url":null,"abstract":"There is a recognized need in mathematics teaching for new kinds of task which exploit the affordances provided by new technology. This paper focuses on the design of prediction tasks to foster stu ...","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67158218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mobile technologies are quickly becoming tools found in the educational environment. The researchers in this study use a form of mobile learning to support students in learning about angle concepts. Design-based research is used in this study to develop an empirically-substantiated local instruction theory about students’ develop of angle and angle measure. This local instruction theory involves real-world connections and mobile technologies through a sub category of mobile learning called context-aware ubiquitous learning. Through a process of anticipation, enactment, evaluation, and revision, the local instruction theory was developed to include a theoretical contribution of how students come to understand angle and angle measure using context-aware ubiquitous. A set of instructional activities was also developed as an embodiment of that theory. The findings from clinical interviews indicate that context-aware ubiquitous learning is a valuable mathematical context for introducing students to angle and angle measure.
{"title":"Understanding Angle and Angle Measure: A Design-Based Research Study Using Context Aware Ubiquitous Learning.","authors":"H. Crompton","doi":"10.1564/TME_V22.1.02","DOIUrl":"https://doi.org/10.1564/TME_V22.1.02","url":null,"abstract":"Mobile technologies are quickly becoming tools found in the educational environment. The researchers in this study use a form of mobile learning to support students in learning about angle concepts. Design-based research is used in this study to develop an empirically-substantiated local instruction theory about students’ develop of angle and angle measure. This local instruction theory involves real-world connections and mobile technologies through a sub category of mobile learning called context-aware ubiquitous learning. Through a process of anticipation, enactment, evaluation, and revision, the local instruction theory was developed to include a theoretical contribution of how students come to understand angle and angle measure using context-aware ubiquitous. A set of instructional activities was also developed as an embodiment of that theory. The findings from clinical interviews indicate that context-aware ubiquitous learning is a valuable mathematical context for introducing students to angle and angle measure.","PeriodicalId":43018,"journal":{"name":"International Journal for Technology in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67158250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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