ictmt13_poster_palha.doc

In this study we investigate the second prototype

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representations and using quantitative reasoning. In this study we investigate the second prototype version of the tool use in classroom by examining how four secondary school teachers and their 14- 16 years old students worked with it. Students’ use of the tool was investigated through questionnaires, analysis of logbook and interview of focus group. Teachers’ use of the tool was investigated through interviews and lesson observations. The results of this study will be presented at ICTMT13. REFERENCES Berland, M., Baker, R. S., & Blikstein, P. (2014). Educational data mining and learning analytics: Applications to constructionist research. Technology, Knowledge and Learning, 19(1-2), 205-220. Carlson, M., Larsen, S., & Lesh, R. (2003). Integrating a models and modeling perspective with existing research and practice. Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching, 465-478.. Palha, S., & Koopman, S. (2016). Interactive Virtual Math: a tool to support self-construction graphs by dynamical relations. Proceedings of CERME10 will be available at HAL archives website: (see more info about CERME10 at ). Thompson, P. W. (2011). Quantitative reasoning and mathematical modeling. In L. L. Hatfield, S. Chamberlain & S. Belbase (Eds.), New perspectives and directions for collaborative research in mathematics education. WISDOMe Mongraphs (Vol. 1, pp. 33-57). Laramie, WY: University of Wyoming" Vinner, S. (1983). Concept definition, concept image and the notion of function. International Journal of Mathematical Education in Science and Technology , 14(3), 293-305. ICTMT 13 Lyon 2
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  • Spring '11
  • online
  • Secondary education, Lyon, Koopman

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