Dynamic and interactive mathematics learning environments: The case of teaching the limit concept

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Tarih

2012

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Erişim Hakkı

info:eu-repo/semantics/closedAccess

Özet

This theoretical study is an attempt to explore the potential of the dynamic and interactive mathematics learning environments (DIMLE) in relation to the technological pedagogical content knowledge (TPACK) framework. DIMLE are developed with intent to support learning mathematics through free exploration in a less constrained environment. A typical DIMLE software package has interactivity and dynamism as key affordances; these are especially suitable for enhancing learning and teaching with technology of the essentially dynamic mathematics concepts. Moreover, we propose that DIMLE and their affordances should be studied under the TPACK framework because this framework is explicit in considering technology-supported mathematics learning as a qualitative add-on as contrasted to what would be a simple totalling of technological, pedagogical and mathematical knowledge. As an example, we focus in our discussion on using a DIMLE in order to support learner in development of the limit concept. © The Author 2012. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved.

Açıklama

Anahtar Kelimeler

Kaynak

Teaching Mathematics and its Applications

WoS Q Değeri

Scopus Q Değeri

Q1

Cilt

31

Sayı

1

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