Literaturnachweis - Detailanzeige
Autor/in | Bach, Cecilie Carlsen |
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Titel | Adapting Profiles for CAS to Students' Use of DGE: Through a Transition Perspective |
Quelle | In: Digital Experiences in Mathematics Education, 9 (2023) 2, S.343-371 (29 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Bach, Cecilie Carlsen) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2199-3246 |
DOI | 10.1007/s40751-022-00123-0 |
Schlagwörter | Computer Uses in Education; Computer Assisted Instruction; Computer Software; Mathematics Instruction; Algebra; Geometry; Mathematics Skills |
Abstract | Previously defined profiles for using a computer algebra system (CAS) describe prototypical uses of such a tool. When students use a dynamic geometry environment (DGE), however, new opportunities arise for transitions within and beyond the DGE. In this article, CAS profiles are used to explore students' uses of a DGE. Four cases of students, all at the beginning of a task, are chosen to distinguish and discuss students' various uses of a DGE, leading to four related profiles: 'random', 'mechanical', 'rational', and 'theoretical-resourceful'. The students used a DGE template, which concerned functions as co-variation. The profiles include students' various ways of dragging and their transitions within and beyond a DGE. The results indicate that difficulties with transitions within it and wandering dragging without testing conjectures are a characteristic of students showing a random profile. While students who show a mechanical profile also experience difficulties with transitions within the DGE, and they also are likely to refer to the DGE, which concerns the transitions beyond it. A rational profile characterises students who initially prefer paper and pencil work. Hence, a static understanding of functions may occur, and dragging may only appear for a short time. Finally, the theoretical-resourceful profile appears when students use the DGE for their purpose and do transitions within it and show different ways of dragging. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |