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 that enabled the users to "discuss" their learning by reflecting on their in-class discussions and online activities. The discussion includes four design features for guiding future applet creation. (Contains 5 figures.)

Citation

Bowers, J., Bezuk, N. & Aguilar, K. (2011). Adapting the Mathematical Task Framework to Design Online Didactic Objects. International Journal of Mathematical Education in Science and Technology, 42(4), 481-495. Retrieved June 30, 2022 from https://www.learntechlib.org/p/110115/.

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Computer Software
• electronic learning
• Elementary School Teachers
• Feedback (Response)
• information technology
• learner engagement
• mathematics
• mathematics education
• Mathematics Instruction
• models
• online courses
• preservice teachers
• Surveys