Abstract
The purpose of this paper is to outline a framework to reflect on the extent to which the coordinated use of several digital technologies offers learners diverse opportunities to construct mathematical knowledge. An example is used to argue that different technologies could provide distinct affordances for learners to represent, explore, and solve mathematical tasks. Thus, YouTube videos are used to foster problem formulation and communication, the use of GeoGebra becomes important to represent and analyse the task from visual, dynamic, and graphic approaches. In addition, online resources (WolframAlpha and Wikipedia) are used to deal with algebraic operations involved in the algebraic model of the task, and to introduce information needed to review or comprehend embedded concepts. Finally, in order for the tools to be instrumental for students, it is important to take into account information related to the learners’ tool appropriation in which they transform an artefact into a problem-solving tool.
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Santos-Trigo, M., Reyes-Martínez, I. (2014). The Coordinated Use of Digital Technologies in Learning Environments. In: Uden, L., Sinclair, J., Tao, YH., Liberona, D. (eds) Learning Technology for Education in Cloud. MOOC and Big Data. LTEC 2014. Communications in Computer and Information Science, vol 446. Springer, Cham. https://doi.org/10.1007/978-3-319-10671-7_6
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DOI: https://doi.org/10.1007/978-3-319-10671-7_6
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