International Electronic Journal of Mathematics Education

Didactical Conceptualization of Dynamic Mathematical Approaches: Example Analysis from the InnoMathEd Program
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2011 - Volume 6 Issue 2, pp. 89-110
  • Published Online: 08 Aug 2011
  • Article Views: 568 | Article Download: 526
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Ruthven K, Lavicza Z. Didactical Conceptualization of Dynamic Mathematical Approaches: Example Analysis from the InnoMathEd Program. Int Elect J Math Ed. 2011;6(2), 89-110.
APA 6th edition
In-text citation: (Ruthven & Lavicza, 2011)
Reference: Ruthven, K., & Lavicza, Z. (2011). Didactical Conceptualization of Dynamic Mathematical Approaches: Example Analysis from the InnoMathEd Program. International Electronic Journal of Mathematics Education, 6(2), 89-110.
Chicago
In-text citation: (Ruthven and Lavicza, 2011)
Reference: Ruthven, Kenneth, and Zsolt Lavicza. "Didactical Conceptualization of Dynamic Mathematical Approaches: Example Analysis from the InnoMathEd Program". International Electronic Journal of Mathematics Education 2011 6 no. 2 (2011): 89-110.
Harvard
In-text citation: (Ruthven and Lavicza, 2011)
Reference: Ruthven, K., and Lavicza, Z. (2011). Didactical Conceptualization of Dynamic Mathematical Approaches: Example Analysis from the InnoMathEd Program. International Electronic Journal of Mathematics Education, 6(2), pp. 89-110.
MLA
In-text citation: (Ruthven and Lavicza, 2011)
Reference: Ruthven, Kenneth et al. "Didactical Conceptualization of Dynamic Mathematical Approaches: Example Analysis from the InnoMathEd Program". International Electronic Journal of Mathematics Education, vol. 6, no. 2, 2011, pp. 89-110.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Ruthven K, Lavicza Z. Didactical Conceptualization of Dynamic Mathematical Approaches: Example Analysis from the InnoMathEd Program. Int Elect J Math Ed. 2011;6(2):89-110.

Abstract

This paper examines examples of teaching approaches involving the use of dynamic mathematics software. These were nominated as successful approaches by four organizations participating in the InnoMathEd professional development program. The most common type of task reasoning structure was one which required students to quantitatively formulate a mathematical relationship expressed by a visual representation. The examples nominated by most of the organizations reflected a more didactic, guided-discovery orientation grounded in directed action, but those from one organization reflected a more adidactic, problem-solving orientation grounded in constrained solution. Instrumental demands on students varied substantially between examples, calling for very different levels of preparation and guidance. The core idea behind these dynamic approaches was one of manipulating displayed representations so as to highlight associated variation (or non-variation) of properties, and relations between different states or representations. Employing this type of user interaction to support visualization and observation was seen as creating a learning environment that encourages exploration and experimentation through which mathematical properties and relationships can be discovered.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.