Design research in mathematics education : the case of an ict-rich learning arrangement for the concept of function

L.M. Doorman, P.H.M. Drijvers, K.P.E. Gravemeijer, P.B.J. Boon, H. Reed

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

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    Abstract

    The concept of function is a central but difficult topic in secondary school mathematics curricula, which encompasses a transition from an operational to a structural view. The question in this paper is how to design and evaluate a technology-rich learning arrangement that may foster this transition. With domain-specific pedagogical knowledge on the learning of function as a starting point, and the notions of emergent modeling and instrumentation as design heuristics, such a learning arrangement was designed for grade 8 students and field tested. The results suggest that these design heuristics provide fruitful guidelines for the design of both a hypothetical learning trajectory and concrete tasks, and can be generalized to other design processes.
    Original languageEnglish
    Title of host publicationEducational design research - Part B. Illustrative cases
    EditorsT. Plomp, N. Nieveen
    Place of PublicationEnschede, The Netherlands
    PublisherSLO : Netherlands institute for curriculum development
    Pages425-446
    ISBN (Print)978-90-329-2335-8
    Publication statusPublished - 2013

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