TY - JOUR
T1 - Characterizing Tasks for Teaching Mathematics in Dynamic Geometry System and Modelling Environments
AU - Guerrero-Ortiz, Carolina
AU - Camacho-Machín, Matías
N1 - Funding Information:
Funding: This research was partially funded by EDU2017-84276-R, Spain, and Fondecyt/iniciación No. 11200169, Chile.
Funding Information:
This research was partially funded by EDU2017-84276-R, Spain, and Fondecyt/iniciaci?n No. 11200169, Chile. The authors acknowledge the support received from project of National Plan of MICINN of the Spanish Government with reference EDU2017-84276-R and Agencia Nacional de Investigaci?n y Desarrollo Fondecyt/iniciaci?n No. 11200169 from Chile during the development of this research.
Funding Information:
Acknowledgments: The authors acknowledge the support received from project of National Plan of MICINN of the Spanish Government with reference EDU2017-84276-R and Agencia Nacional de Investigación y Desarrollo Fondecyt/iniciación No. 11200169 from Chile during the development of this research.
Publisher Copyright:
© 2022 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2022/4/1
Y1 - 2022/4/1
N2 - With an empirical study, we explore the process of designing modeling tasks for teaching mathematics in a Dynamic Geometry environment. We address the research questions: What are the characteristics of the tasks that pre-service teachers design to teach mathematics in digital and modeling environments? What are the activities like that these tasks encourage in students? By means of a qualitative methodology, we characterize the tasks designed by secondary pre-service mathematics teachers and identify the activities that these tasks encourage in students. By analyzing the process of designing and planning a class, we can determine how the characteristics of the modeling tasks are modified based on the software used. In this context, the software also acts as a medium that reflects aspects of the models involved, the objectives of the tasks, and the activities intended for the students. The results contribute to the discussion regarding task design, where technology is a means of supporting the exploration, understanding, and study of different phenomena.
AB - With an empirical study, we explore the process of designing modeling tasks for teaching mathematics in a Dynamic Geometry environment. We address the research questions: What are the characteristics of the tasks that pre-service teachers design to teach mathematics in digital and modeling environments? What are the activities like that these tasks encourage in students? By means of a qualitative methodology, we characterize the tasks designed by secondary pre-service mathematics teachers and identify the activities that these tasks encourage in students. By analyzing the process of designing and planning a class, we can determine how the characteristics of the modeling tasks are modified based on the software used. In this context, the software also acts as a medium that reflects aspects of the models involved, the objectives of the tasks, and the activities intended for the students. The results contribute to the discussion regarding task design, where technology is a means of supporting the exploration, understanding, and study of different phenomena.
KW - computational models
KW - mathematical modeling
KW - mathematics pre-service teachers
KW - simulation
KW - tasks design
UR - http://www.scopus.com/inward/record.url?scp=85128724616&partnerID=8YFLogxK
U2 - 10.3390/math10081239
DO - 10.3390/math10081239
M3 - Article
AN - SCOPUS:85128724616
VL - 10
JO - Mathematics
JF - Mathematics
SN - 2227-7390
IS - 8
M1 - 1239
ER -