The link between the solving strategy and the type of GeoGebra usage is clear. In
particular, the understanding of the degree of generalisation of the problem and the
consciousness of the affordances of the tool to achieve such generalisation are strongly
interconnected. These are solid evidences of how the spontaneous use of technology
changes and reshapes mathematical problem solving. The spectrum of the problem
solutions also highlight the effectiveness of the use of digital tools to structure, support
and extend mathematical thinking, meaning and knowledge in students’ problem
solving. Further research will focus on studying the mediational role of digital
technologies in youngsters’ problem solving activity, in light of what can be called
techno-mathematical fluency (Hoyles, Noss, Kent, & Bakker, 2010).
The link between the solving strategy and the type of GeoGebra usage is clear. Inparticular, the understanding of the degree of generalisation of the problem and theconsciousness of the affordances of the tool to achieve such generalisation are stronglyinterconnected. These are solid evidences of how the spontaneous use of technologychanges and reshapes mathematical problem solving. The spectrum of the problemsolutions also highlight the effectiveness of the use of digital tools to structure, supportand extend mathematical thinking, meaning and knowledge in students’ problemsolving. Further research will focus on studying the mediational role of digitaltechnologies in youngsters’ problem solving activity, in light of what can be calledtechno-mathematical fluency (Hoyles, Noss, Kent, & Bakker, 2010).
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