Abstract
This study is framed within a conceptual approach that integrates modeling, problem solving, and the use of digital technologies perspectives in mathematical learning. It focuses on the use of a Dynamic Geometry System (GeoGebra) to construct mathematical models as a means to represent and explore mathematical relationships. In particular, we analyze and document what ways of reasoning high school students exhibit as a result of working on a mathematical task in problem solving sessions. Results show that the students rely on a set of technology affordances to dynamically visualize, represent and explore mathematical relations. In this process, the students’ discussions became relevant not only to explain their approaches; but also to contrast, and eventually refine, their initial models and ways of reasoning.
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Notes
- 1.
The NCTM (2009) stated that “a reasoning habit is a productive way of thinking that becomes common in the process of mathematical inquiry and sense making” (p. 9).
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The authors would like to acknowledge the support received from Conacyt (project reference 168543) during the development of this research.
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Santos-Trigo, M., Reyes-Martínez, I., Aguilar-Magallón, D. (2016). Digital Technologies and a Modeling Approach to Learn Mathematics and Develop Problem Solving Competencies. In: Uden, L., Liberona, D., Feldmann, B. (eds) Learning Technology for Education in Cloud – The Changing Face of Education. LTEC 2016. Communications in Computer and Information Science, vol 620. Springer, Cham. https://doi.org/10.1007/978-3-319-42147-6_17
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