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Designing Interactive Dynamic Technology Activities to Support the Development of Conceptual Understanding

  • Gail BurrillEmail author
Chapter
Part of the Mathematics Education in the Digital Era book series (MEDE, volume 8)

Abstract

Technology can make a difference in teaching and learning mathematics when it serves as a vehicle for learning and not just as a tool to crunch numbers and to draw graphs. This paper discusses a technology leveraged program to develop student understanding of core mathematical concepts. A sequence of applet-like dynamically linked documents allows students to take a meaningful mathematical action, immediately see the consequences, and then reflect on those consequences in content areas associated with the middle grades U.S. Common Core State Standards. The materials are based on the research literature about student learning, in particular enabling students to confront typical misconceptions, and designed to support carefully thought out mathematical progressions within and across the grades.

Keywords

Conceptual understanding Learning progressions Interactive dynamic technology Action consequence principle 

Notes

Acknowledgments

I wish to thank Thomas Dick and Wade Ellis, my collaborators on Building Concepts, Becky Byer, who develops all of the interactive dynamic files and Dan Ilaria, for his comments on the manuscript and support for the project.

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Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  1. 1.Michigan State UniversityEast LansingUSA

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