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Direct linkDrijvers, Paul; Doorman, Michiel; Kirschner, Paul; Hoogveld, Bert; Boon, Peter – Technology, Knowledge and Learning, 2014
Online resources are widely used for educational purposes, such as the training of skills. For algebra education in particular, online resources are expected to contribute to skill mastery in an efficient and effective way. However, studies that underpin these claims through a randomized experiment are scarce. To experimentally investigate the…
Descriptors: Grade 8, Algebra, Mathematics Instruction, Teaching Methods
Lagrange, Jean-Baptiste; Psycharis, Giorgos – Technology, Knowledge and Learning, 2014
The general goal of this paper is to explore the potential of computer environments for the teaching and learning of functions. To address this, different theoretical frameworks and corresponding research traditions are available. In this study, we aim to network different frameworks by following a "double analysis" method to analyse two…
Descriptors: Educational Technology, Technology Uses in Education, Computer Assisted Instruction, Geometry
Gol Tabaghi, Shiva; Sinclair, Nathalie – Technology, Knowledge and Learning, 2013
This article analyses students' thinking as they interacted with a dynamic geometric sketch designed to explore eigenvectors and eigenvalues. We draw on the theory of instrumental genesis and, in particular, attend to the different dragging modalities used by the students throughout their explorations. Given the kinaesthetic and dynamic…
Descriptors: Geometry, Algebra, Mathematics Instruction, Student Attitudes
Bokhove, Christian; Drijvers, Paul – Technology, Knowledge and Learning, 2012
The design and arrangement of appropriate automatic feedback in digital learning environment is a widely recognized issue. In this article, we investigate the effect of feedback on the design and the results of a digital intervention for algebra. Three feedback principles guided the intervention: timing and fading, crises, and feedback variation.…
Descriptors: Electronic Learning, Feedback (Response), Intervention, Algebra
Yerushalmy, Michal; Naftaliev, Elena – Technology, Knowledge and Learning, 2011
In an attempt to study the emerging questions about design of mathematical tasks that could support the solving of challenging problems, we designed two settings of interactive diagrams that share an example represented as an animation of multi-process motion but differ in their organizational functions. The interactive settings, each comprising…
Descriptors: Computer Assisted Instruction, Cognitive Processes, Mathematics Instruction, Problem Solving
Zehavi, Nurit; Mann, Giora – Technology, Knowledge and Learning, 2011
This paper presents the development process of a "praxeology" (theory-of-practice) for supporting the teaching of proofs in a CAS environment. The characteristics of the praxeology were elaborated within the frame of a professional development course for teaching analytic geometry with CAS. The theoretical framework draws on Chevallard's…
Descriptors: Geometry, Professional Development, Mathematics Instruction, Teaching Methods
