Abstract
When students are working with hand held technology, such as graphic calculators, we usually only see the outcomes of their activities in the form of a contribution to a written solution of a mathematical problem. It is more difficult to capture their process of thinking or actions as they use the technology to solve the problem. In this paper we report on two case studies that follow the progress of students as they solve mathematical problems. We use software that works in the background of the graphic calculator capturing the students' keystrokes as they use the calculator. The aim of the research studies described in this paper was to provide insights into the working styles of these students. Through a detailed analysis of their graphic calculator keystrokes, interviews and associated written solutions we will discuss the effectiveness of their solution strategies and the efficiency of their use of the technology and identify some barriers to the use of graphic calculators in mathematical problem solving.
Kurzreferat
Wenn Schüler sich nicht netzbasierter Technologie bedienen, etwa graphikfähige Taschenrechner benutzen, so sehen wir gewöhnlich nur die Ergebnisse ihrer Aktivitäten als Beitrag zur ihrer schriftlichen Aufgabenlösung. Es ist schwierig, den Denkprozess als solchen einzufangen. In diesem Beitrag verfolgen wir in zwei Fallbeispielen diese Prozesse. Dabei bedienen wir uns einer Software im Hintergrund, durch die das Betätigen der Tasten aufgezeichnet wird. Ziel unserer Analyse ist es, Einsicht in die Arbeitsstile der Schüler zu gewinnen. Auf der Basis dieser Aufzeichnungen, unter Zuhilfenahme von Interviews und aufgrund der schriftlichen Aufgabenlösung diskutieren wir sowohl die Effektivität ihrer Lösungsstrategien als auch die der eingesetzten Technologie; dadurch können wir Barrieren identifizieren, die einem Einsatz des graphikfähigen Taschenrechners beim mathematischen Problemlösen entgegen stehen.
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Berry, J., Graham, T. On high-school students' use of graphic calculators in mathematics. Zentralblatt füur Didaktik der Mathematik 37, 140–148 (2005). https://doi.org/10.1007/s11858-005-0003-7
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DOI: https://doi.org/10.1007/s11858-005-0003-7