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Title:
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LEARNING MATHEMATICS WITH INTERACTIVE DIAGRAMS |
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Author(s):
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Michal Yerushalmy , Elena Naftaliev |
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ISBN:
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978-972-8924-48-5 |
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Editors:
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Kinshuk, Demetrios G. Sampson, J. Michael Spector and Pedro Isaías |
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Year:
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2007 |
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Edition:
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Single |
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Keywords:
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Animation, Digital Text, Diagrams, Mathematics, Problem-Solving, Visual Semiotic |
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Type:
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Full Paper |
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First Page:
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123 |
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Last Page:
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130 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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The domain of digital interactive mathematics textbooks is new and largely unexplored as yet. In our study we seek to
identify practices associated with the design of type of textbook and to focus on the functions of interactive visual
representations, which we call interactive diagrams (IDs). An ID is a relatively small and simple software application (an
applet) built around a pre-constructed visual example. We are interested in studying the learners' problem solving
routines when using IDs. Micro-analysis of the discourse and gestures of a group of 13-14 year old algebra students
working with an ID enable us to determine whether and how the designed components of the ID (the example that
appears in the diagram, animation, representations, and linking tools) participate and are instrumented in the problemsolving
processes. The data show that the small number of animated representations in the diagram, the partial linking
between the various visual representations, and the sketchy nature of the representations made the task an interesting
challenge for the students and prompted mental work that resembles mathematicians' habits of mind: conjecturing,
deriving conclusions and arguing, and logically explaining the conclusions. |
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