Supporting Inquiry Learning: An Intellectual Mirror That Describes What It "Sees"

Autor/inn/en	Yerushalmy, Michal; Olsher, Shai; Harel, Raz; Chazan, Daniel
Titel	Supporting Inquiry Learning: An Intellectual Mirror That Describes What It "Sees"
Quelle	In: Digital Experiences in Mathematics Education, 9 (2023) 2, S.315-342 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yerushalmy, Michal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2199-3246
DOI	10.1007/s40751-022-00120-3
Schlagwörter	Mathematics Instruction; Educational Technology; Inquiry; Feedback (Response); Mathematical Concepts; Graphs; Mathematical Logic; Motion; Vocabulary + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Grafische Darstellung; Mathematical logics; Mathematische Logik; Bewegungsablauf; Wortschatz
Abstract	Much important research on the learning of mathematics with technology-supported inquiry has been devoted to learning with multiple-linked representations (MLR) as a mode of feedback. Like a mirror, MLR feedback helps students see their actions in one representation "reflected" in another. Yet, research has followed learning episodes where MLR feedback did not lead to concept formation and the achievement of curricular goals. This article reports on the potential of what might be thought of as a mirror that speaks. In response to example-eliciting tasks, students use interactive diagrams to create examples to which mathematical descriptions are automatically associated. Such descriptions may be thought of as another kind of linked mathematical representation system. Transitions feature in two ways in our analysis of students' use of this representation. At the level of student activity, we examine when students move between attending to textual descriptions and to the graphs that they describe. We are also interested in how attention to these descriptions and co-ordination with their own use of these words can support students in making a transition in their thinking from considering distance as only total distance traveled, to a co-ordinated view of distance including both total distance traveled and distance from a starting point. This article focuses on two example-eliciting motion tasks and two sets of descriptive words. We found that these sets of words helped students, while and after they were working with the diagram, to distinguish between total distance traveled and position with respect to a starting point. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01