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Functions of Interactive Visual Representations in Interactive Mathematical Textbooks

Functions of Interactive Visual Representations in Interactive Mathematical Textbooks The paper explores changes in technology that have implications for the teaching and learning of school mathematics. To this end, it examines aspects of interactive mathematical textbooks; specifically it analyzes functions authors may intend to be carried out by embedded interactive diagrams. The paper analyzes theoretical as well as practical lessons that I learned while designing such a book. It is the purpose of this article to provide a rough, preliminary collection of categories of diagram function that would allow an orderly discussion of the subject. While this is not an empirical study, the hypotheses about student practices with interactive diagrams are based on a long series of studies related to the learning of algebra in a technologically-rich environment. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

Functions of Interactive Visual Representations in Interactive Mathematical Textbooks

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References (56)

Publisher
Springer Journals
Copyright
Copyright © 2005 by Springer
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
1573-1766
DOI
10.1007/s10758-005-0538-2
Publisher site
See Article on Publisher Site

Abstract

The paper explores changes in technology that have implications for the teaching and learning of school mathematics. To this end, it examines aspects of interactive mathematical textbooks; specifically it analyzes functions authors may intend to be carried out by embedded interactive diagrams. The paper analyzes theoretical as well as practical lessons that I learned while designing such a book. It is the purpose of this article to provide a rough, preliminary collection of categories of diagram function that would allow an orderly discussion of the subject. While this is not an empirical study, the hypotheses about student practices with interactive diagrams are based on a long series of studies related to the learning of algebra in a technologically-rich environment.

Journal

"Technology, Knowledge and Learning" – Springer Journals

Published: Jul 5, 2005

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