Mathematical modelling with technology: the role of dynamic representations

Abstract In this research we present the use of some technologies in problem solving activities (at different secondary school grades), aimed at finding a model for a geometric configuration, and representing this model in various ways: through a construction, through a Cartesian graph, etc. The tas...

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Bibliographic Details
Published in:Teaching mathematics and its applications 2012-03, Vol.31 (1), p.20-30
Main Authors: Arzarello, Ferdinando, Ferrara, Francesca, Robutti, Ornella
Format: Article
Language:English
Subjects:
Educational Technology
Electronic Learning
Experiments
Geometric Concepts
Mathematics Instruction
Problem Solving
Secondary Education
Secondary School Mathematics
Task Analysis
Teacher Education
Teaching Methods
Thinking Skills
Training
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Summary:Abstract In this research we present the use of some technologies in problem solving activities (at different secondary school grades), aimed at finding a model for a geometric configuration, and representing this model in various ways: through a construction, through a Cartesian graph, etc. The task is part of a teaching experiment, in which students used paper and pencil, and technological tools: a sensor and a calculator (at a lower grade), GeoGebra and TI-Nspire (at a higher grade). We show results in terms of the passage from static to dynamic representations and back, to observe how technology may foster dynamic thinking for students solving mathematical problems. Data suggest that the dynamic features of technology support the genesis of conjectures, and their validation or refutation, along with the choice of independent and dependent variables. Results are used to prepare materials for teacher training in an e-learning Moodle platform (Comenius EdUmatics Project).
ISSN:0268-3679
1471-6976
DOI:10.1093/teamat/hrr027