Approaching functions: Cabri tools as instruments of semiotic mediation

Abstract

Assuming that dynamic features of Dynamic Geometry Software may provide a basic representation of both variation and functional dependency, and taking the Vygotskian perspective of semiotic mediation, a teaching experiment was designed with the aim of introducing students to the idea of function. This paper focuses on the use of the Trace tool and its potentialities for constructing the meaning of function. In particular, starting from a dynamic approach aimed at grounding the meaning of function in the experience of covariation, the Trace tool can be used to introduce the twofold meaning of trajectory, at the same time global and pointwise, and leads students to grasp the notion of function.

The Adaptive Elearning System Design : Student Learning Style Trend Analysis

“…This system is expected to make learning becomes meaningful and fun for students so that the learning objectives become more optimal. This is in line with [6] that the use of technology in education has promising potential in the internalization process.…”

Reshaping the Learning Experience Through Apps: Affordances

“…Sacristán and Noss (2008) illustrated how the engagement of computational tasks in a carefully designed microworld might lead to different representational forms (such as visual, symbolic and numeric): a process that they called representational moderation. In a similar way, various studies involving dynamic geometry software, report that the dynamic, visual representations enhanced the understanding of functions (e.g., Falcade, Laborde & Mariotti, 2007). This dynamic affordance, coupled with the propensity to give instant feedback to input, transforms the nature of the learning experience compared to pencil-and-paper technology.…”

Covariation between variables in a modelling process: The ACODESA (collaborative learning, scientific debate and self-reflection) method

“…As a whole, this setting in the classroom can be considered as a micro society corresponding to the notion of a CSS. These theoretical elements have allowed us, as researchers, to observe and analyse the evolution of sense meaning (Bartolini Bussi, 2010;Falcade et al, 2007) constructed by the students throughout the different stages of the PS The Hiker.…”

“…It is important to add that the pupils had not received any previous instruction about what a mathematical proof was. However, in this case, the use of materials as mediational artefacts and argumentation as semiotic mediation (Bartolini Bussi, 2010;Falcade et al, 2007) were required to validate the students' proposals and to arrive at a consensus.…”