ICT Tools Used in Teaching and Learning Concept of Function in School Mathematics
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F16%3A73579808" target="_blank" >RIV/61989592:15410/16:73579808 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.21125/iceri.2016.1003" target="_blank" >http://dx.doi.org/10.21125/iceri.2016.1003</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/iceri.2016.1003" target="_blank" >10.21125/iceri.2016.1003</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
ICT Tools Used in Teaching and Learning Concept of Function in School Mathematics
Popis výsledku v původním jazyce
The paper deals with the manner how the use of ICT tools may help to support a transition from an operational to a structural understanding of function. These tools can flexibly and dynamically deal with various functions representations such as graphs, formulas and tables and this fact may help to exceed the hardness of integrating the operational and structural aspects of the function concept and its different representations. The ICT tool in our study is the dynamic mathematics software GeoGebra. In GeoGebra, different representations of the same function (graphs, tables) are connected dynamically, allowing users to go back and forth between them thereby making relationships among those epresentations more easily comprehendible for students. Whenever one of the representations is modified, all others adapt automatically in order to maintain the relations between the different objects. New objects can be created either by using dynamic geometry tools or algebraic keyboard input. The activity of investigating this tool is expected to foster a learning process of 'trial-and-improve' and 'negotiation-of-meaning'. During these investigations, students can find patterns and develop functional thinking while dealing with dynamic input-output dependencies. All these possibilities serve to get students better understanding of the concept of function. For the quantitative analyses of our research project we used data from 150 students of grade 7 from the Elementary Schools of three region of the Czech Republic. In summary, we cannot conclude that the dynamic mathematics software GeoGebra helped students to overcome the difficulty of integrating operational and structural aspects of the concept function. On the other hand, we have to say there are some limitations of our conclusions and that additional information is needed for a full understanding of students' conceptual development in relation to their tool techniques.
Název v anglickém jazyce
ICT Tools Used in Teaching and Learning Concept of Function in School Mathematics
Popis výsledku anglicky
The paper deals with the manner how the use of ICT tools may help to support a transition from an operational to a structural understanding of function. These tools can flexibly and dynamically deal with various functions representations such as graphs, formulas and tables and this fact may help to exceed the hardness of integrating the operational and structural aspects of the function concept and its different representations. The ICT tool in our study is the dynamic mathematics software GeoGebra. In GeoGebra, different representations of the same function (graphs, tables) are connected dynamically, allowing users to go back and forth between them thereby making relationships among those epresentations more easily comprehendible for students. Whenever one of the representations is modified, all others adapt automatically in order to maintain the relations between the different objects. New objects can be created either by using dynamic geometry tools or algebraic keyboard input. The activity of investigating this tool is expected to foster a learning process of 'trial-and-improve' and 'negotiation-of-meaning'. During these investigations, students can find patterns and develop functional thinking while dealing with dynamic input-output dependencies. All these possibilities serve to get students better understanding of the concept of function. For the quantitative analyses of our research project we used data from 150 students of grade 7 from the Elementary Schools of three region of the Czech Republic. In summary, we cannot conclude that the dynamic mathematics software GeoGebra helped students to overcome the difficulty of integrating operational and structural aspects of the concept function. On the other hand, we have to say there are some limitations of our conclusions and that additional information is needed for a full understanding of students' conceptual development in relation to their tool techniques.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
AM - Pedagogika a školství
OECD FORD obor
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Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2016
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
ICERI2016 Proceedings
ISBN
978-84-617-5895-1
ISSN
2340-1095
e-ISSN
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Počet stran výsledku
6
Strana od-do
11-16
Název nakladatele
International Association of Technology, Education and Development (IATED)
Místo vydání
Madrid
Místo konání akce
Seville, Spain
Datum konání akce
14. 11. 2016
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
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