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How Can Digital Didactic Objects Be Designed to Support the Learning of Mathematics?
PROCEEDINGS

, , , , San Diego State University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Designing didactic objects involves imagining how students can conceive of specific mathematical topics and then imagining what types of classroom discussions could support these mental constructions. This study investigated whether it was possible to design java applets that might serve as didactic objects to support online learning where “discussions” are broadly defined as the conversations students have with themselves as they interact with the dynamic mathematical representations on the screen. Eighty-four pre-service elementary teachers enrolled in hybrid mathematics courses were asked to interact with a series of applets designed to support their understanding of qualitative graphing. The results of the surveys indicate that various design features of the applets did in fact cause perturbations and opportunities for resolutions which supported enabled the users to “discuss” their learning by reflecting on their in-class discussions and online activities.

Citation

Bowers, J., Bezuk, N., Aguilar, K. & Klass, S. (2010). How Can Digital Didactic Objects Be Designed to Support the Learning of Mathematics?. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 345-352). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from .

Slides