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Abdu, Rotem; Olsher, Shai; Yerushalmy, Michal – Digital Experiences in Mathematics Education, 2022

This article queries how learning analytics systems can support content-specific group formation to develop students' thinking about a specific mathematical concept. Automated group formation requires identifying personal characteristics, designing tasks to probe students' perceptions, and grouping them to increase individual learning chances.…

Descriptors: Teaching Methods, Grouping (Instructional Purposes), Learning Analytics, Mathematics Education

Alqahtani, Muteb M.; Hall, Jacob A.; Leventhal, Maryssa; Argila, Alyssa N. – Digital Experiences in Mathematics Education, 2022

While programming was introduced to mathematics classrooms in the 1980s, emerging robotic technologies have encouraged more widespread integration of these technologies to support the development of K-12 students' mathematical reasoning. The recent emphasis of programming and computational thinking in K-12 education has highlighted the need to…

Descriptors: Mathematics Instruction, Teaching Methods, Robotics, Pretests Posttests

Eckert, Andreas; Nilsson, Per – Digital Experiences in Mathematics Education, 2022

The purpose of this study is to further our understanding of orchestrating math-talk with digital technology. The technology used is common in Swedish mathematics classrooms and involves personal computers, a projector directed towards a whiteboard at the front of the class and software programs for facilitating communication and collective…

Descriptors: Inferences, Thinking Skills, Pattern Recognition, Generalization

Dickson, Brandon A.; Kotsopoulos, Donna; Harris, Lauren – Digital Experiences in Mathematics Education, 2022

In this research, we explore the potential for computational thinking (CT) to benefit the spatial reasoning abilities of thirty-three middle-school students (aged 11-13) in grades 6 and 7. There is an increasing focus on the explicit development of spatial reasoning throughout the mathematics curriculum, such as geometry, as students' success in…

Descriptors: Programming, Clubs, Middle School Students, Spatial Ability

Nordby, Siri Krogh; Bjerke, Annette Hessen; Mifsud, Louise – Digital Experiences in Mathematics Education, 2022

Computational thinking (CT) has acquired the status of a necessary 21st-century skill and is currently being introduced in school curricula around the world, despite a lack of consensus about what it entails. The aims of this review are to provide an overview of the existing literature on CT activities in primary mathematics education, and to…

Descriptors: Thinking Skills, Elementary School Students, Mathematics Instruction, 21st Century Skills

Hollebrands, Karen; McCulloch, Allison W.; Okumus, Samet – Digital Experiences in Mathematics Education, 2021

Although geometric transformations are functions, few studies have examined students' reasoning about these two important concepts. The purpose of this study was to examine the various ways students reasoned about functions in the context of pre-constructed, dynamic sketches of geometric transformations. We found that, regardless of prior…

Descriptors: High School Students, Student Characteristics, Transformations (Mathematics), Geometric Concepts

Gíslason, Ingólfur – Digital Experiences in Mathematics Education, 2021

In this article, I present a meaning-making trajectory of a teacher-class dialogue on digital, dynamic, geometric-functional tasks in an Icelandic upper-secondary classroom of low-attaining students. Learning is seen from a dialogical perspective, as taking up a more mathematical discourse, which here revolves in particular around the language of…

Descriptors: Foreign Countries, Classroom Communication, Secondary School Students, Low Achievement

Robutti, Ornella; Prodromou, Theodosia; Aldon, Gilles – Digital Experiences in Mathematics Education, 2021

Meaning Equivalence Reusable Learning Objects (MERLO) items are a new kind of didactical tool that can be designed by teachers and used in classes, in tasks aimed at engaging students in deep reasoning, exploring and arguing about mathematical concepts. The interactions across communities of mathematics teachers and educators in on-line…

Descriptors: Resource Units, Mathematics Instruction, Mathematics Teachers, Foreign Countries

Dilling, Frederik; Vogler, Amelie – Digital Experiences in Mathematics Education, 2021

Spatial ability is considered a major factor of intelligence and is increasingly important in times of digitization. This article explores the fostering of spatial ability through computer-aided design software. Different notions of spatial ability will be discussed, and, finally, a concept consisting of five aspects will be described. In…

Descriptors: Spatial Ability, Computer Assisted Design, Computer Software, Technology Integration

Bock, Camden G.; Dimmel, Justin K. – Digital Experiences in Mathematics Education, 2021

In this study, we report on the design and use of an apparently unbounded spatial diagram to explore shearing, an area-preserving transformation. Apparently unbounded spatial diagrams are realizations of geometric objects, such as lines, that appear to extend indefinitely. They can be rendered in virtual reality displays where users who are…

Descriptors: Spatial Ability, Visual Aids, Geometric Concepts, Computer Simulation

Jankvist, Uffe Thomas; Geraniou, Eirini – Digital Experiences in Mathematics Education, 2021

In this article, we provide an empirical example of how digital technology; in this case, GeoGebra may assist students in uncovering--or whiteboxing--the content of a mathematical proof, in this case that of Proposition 41 from Euclid's "Elements." In the discussion of the example, we look into the impact of GeoGebra's…

Descriptors: Geometry, Mathematics Instruction, Computer Uses in Education, Mathematical Logic

Price, Sara; Yiannoutsou, Nikoleta; Johnson, Rose; Outhwaite, Laura – Digital Experiences in Mathematics Education, 2021

A central assumption within the embodied cognition paradigm is that particular action experiences are instrumental in providing children with sensorimotor contingencies that form the foundation for conceptualisation of and, later, communication of mathematical ideas. Digital technology designs that foster specific movements offer promising…

Descriptors: Geometry, Mathematics Instruction, Teaching Methods, Geometric Concepts

Cumino, Caterina; Pavignano, Martino; Spreafico, Maria L.; Zich, Ursula – Digital Experiences in Mathematics Education, 2021

In the seventeenth century, Guarino Guarini, mathematician and architect, affirmed that architecture, a discipline that primarily deals with measures, relies on geometry: therefore, the architect needs to know at least its basic principles. On behalf of Guarini's words, we designed a set of interdisciplinary teaching experiences, between…

Descriptors: Geometry, Visualization, Architecture, Interdisciplinary Approach

Goldenberg, E. Paul; Carter, Cynthia J.; Mark, June; Reed, Kristen; Spencer, Deborah; Coleman, Kate – Digital Experiences in Mathematics Education, 2021

This article reports on an exploration of how second-graders can learn mathematics through programming. We started from the theory that a suitably designed programming language can serve children as a language for expressing and experimenting with mathematical ideas and processes in order to do mathematics and thereby, with appropriate tasks and…

Descriptors: Elementary School Students, Grade 2, Elementary School Mathematics, Programming

Soury-Lavergne, Sophie – Digital Experiences in Mathematics Education, 2021

The duo of artefacts is a simplified model of the complex systems of various manipulatives (either tangible or virtual) that mathematics teachers and their students use in classrooms. It offers a means to study the complexity of the interweaving of the tangible and of the digital worlds in the teaching and learning processes. A duo of artefacts is…

Descriptors: Manipulative Materials, Mathematics Instruction, Teaching Methods, Educational Technology

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