The Use of Student-Created Dynamic Models to Explore Calculus Concepts [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Gertenbach, Ryan; Bos, Beth
Titel	The Use of Student-Created Dynamic Models to Explore Calculus Concepts [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Calculus; Mathematical Concepts; Mathematical Models; Mathematics Instruction; Student Attitudes; Mathematics Achievement; Educational Technology; Technology Uses in Education; High School Students; Rural Schools; Student Evaluation; Pretests Posttests; Scores; Statistical Analysis; Quasiexperimental Design; Texas + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulnote; Studentische Bewertung; Statistische Analyse
Abstract	Multiple representations, multiple modalities, and technology can be helpful in the understanding of mathematical concepts when used in an appropriate manner (Shah & Freedman, 2003; Goldman, 2003), but this alone does not account for the student benefits of creating and using dynamic models over teacher generated graphs to construct connections between representations. By uncovering the dynamic nature of mathematics, calculus becomes more transparent as relationships and patterns emerge. The struggle to understand becomes worthwhile and rewarding for students as they create and observe the action of a dynamic mathematical object. This study shows an improvement in attitude, and academic achievement when students develop dynamic mathematical object to understand calculus and poses new questions to explore. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01