Learning Mathematics by Designing, Programming, and Investigating with Interactive, Dynamic Computer-Based Objects

Autor/inn/en	Marshall, Neil; Buteau, Chantal
Titel	Learning Mathematics by Designing, Programming, and Investigating with Interactive, Dynamic Computer-Based Objects
Quelle	In: International Journal for Technology in Mathematics Education, 21 (2014) 2, S.49-64 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Mathematics Education; Mathematics Curriculum; Undergraduate Students; Investigations; Computer Managed Instruction; Creative Activities; Computer Graphics; Learning Activities; Programming; Experimental Programs; Active Learning; Inquiry; Discovery Learning; Literature Reviews; Student Journals; Student Experience; Mathematical Models; Simulation; Teaching Methods; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Mathematische Bildung; Untersuchung; Computer-assisted instruction; Computerunterstützter Unterricht; Computergrafik; Lernaktivität; Programmierung; Erprobungsprogramm; Aktives Lernen; Entdeckendes Lernen; Studentenzeitung; Studienerfahrung; Mathematical model; Mathematisches Modell; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kanada
Abstract	As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied mathematical investigations. A student's Development Process Model of creating and using an Exploratory Object provides insights on the kinds of activities emerging from their creation and use. We propose to discuss Exploratory Objects by examining them, as a learning activity, across a literature review involving four educational areas: learning mathematics by use of simulation, learning mathematics by programming, learning experimental mathematics, and inquiry-based learning in science and mathematics education. Through this contextualisation, a refinement of the Development Process Model is proposed. Our results suggest that the learning activity of creating and using Exploratory Object is closely related to that of using microworlds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10