Disclosure of Mathematical Relationships with a Digital Tool: A Three Layer-Model of Meaning

Autor/inn/en	Swidan, Osama; Sabena, Cristina; Arzarello, Ferdinando
Titel	Disclosure of Mathematical Relationships with a Digital Tool: A Three Layer-Model of Meaning
Quelle	In: Educational Studies in Mathematics, 103 (2020) 1, S.83-101 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swidan, Osama)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-019-09926-2
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Concept Formation; Phenomenology; Educational Technology; Technology Uses in Education; Grade 11; High School Students; Secondary School Mathematics; Learning Processes; Mathematical Logic + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Phenomenological psychology; Phänomenologie; Psychologie; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning process; Lernprozess; Mathematical logics; Mathematische Logik
Abstract	This paper examines mathematical meaning-making from a phenomenological perspective and considers how a specific dynamic digital tool can prompt students to disclose the relationships between a function and its antiderivatives. Drawing on case study methodology, we focus on a pair of grade 11 students and analyze how the tool's affordances and the students' engagement in the interrogative processes of sequential questioning and answering allow them to make sense of the mathematical objects and their relationships and, lastly, of the mathematical activity in which they are engaged. A three-layer model of meaning of the students' disclosure process emerges, namely, (a) disclosing objects, (b) disclosing relationships, and (c) disclosing functional relationships. The model sheds light on how the students' "interrogative processes" help them make sense of mathematical concepts as they work on tasks with a digital tool, an issue that has rarely been explored. The study's implications and limitations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01