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Relations between t...
Relations between task design and students' utilization of GeoGebra
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- Olsson, Jan, 1964- (författare)
- Mälardalens högskola,Umeå universitet,Umeå forskningscentrum för matematikdidaktik (UFM),Mälardalen University, Västerås, Sweden,UFM,Utbildningsvetenskap och Matematik,Umeå Research Center for Mathematics Education, Umeå, Sweden
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(creator_code:org_t)
- 2019-03-21
- 2019
- Engelska.
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Ingår i: Digital experiences in mathematics education. - : Springer. - 2199-3254 .- 2199-3246. ; 5, s. 223-251
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Abstract
Ämnesord
Stäng
- This study contributes insights into how task design with different elements of guidance may influence students’ utilization of dynamic software for problem solving and reasoning. It compared students’ solving of two tasks with different designs supported by the dynamic software GeoGebra. Data analysed examined students’ approaches to utilizing GeoGebra, the characteristics of their reasoning and their ability to prove the validity of their solutions after solving the problems. The results showed that students who solved the task with less guidance (without instructions about a specific solving method) were better able to utilize GeoGebra’s potential to support their reasoning and problem solving. These students reasoned more creatively and presented more advanced proofs for their solutions than the more guided ones.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Nyckelord
- GeoGebra
- creative reasoning
- task design
- non-routine tasks
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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