The role of the design of interactive diagrams in teaching–learning the indefinite integral concept
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Osama Swidan [1] ; Elena Naftaliev [2]
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[1] Ben-Gurion University of the Negev
Ben-Gurion University of the Negev
Israel
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[2] Achva Academic College
Achva Academic College
Israel
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 50, Nº. 3, 2019, págs. 464-485
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This study was designed to micro-analyze the role of the design of interactive diagrams in learning-teaching the concept of the indefinite integral. The presented case study focuses on the engagement of one pair of 17-year-old students with an interactive diagram for graphically learning-teaching the indefinite integral concept. The authors performed three rounds of analysis to detect the mathematical elements involved in finding connections between the function graphs and the antiderivative function graphs and to identify how the design features of the interactive diagram functioned in the students’ engagement processes. The data analysis identified how the pedagogical functions designed in the interactive calculus diagram were reflected in the students’ learning-teaching processes with the diagram.
