Evaluating the Usefulness of the Visualization Tool SimReal+ for Learning Mathematics: A Case Study at the Undergraduate Level

Hadjerrouit, Said; Gautestad, Harald H.

doi:10.1007/978-3-030-15130-0_5

Cited by 7 publications

(6 citation statements)

References 28 publications

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“…Regarding the type of study and design, the results were: case studies (61.76%), descriptive or comparative studies (17.64%), quasi-experiments (11.76%), and theoretical studies 8.84%. Gamification and game-based learning Bateman et al (2018) Teaching of general mathematics Klingenberg et al (2019) Teaching of general mathematics Efficiency, effectiveness, ease of use Gamification and general mathematics teaching Calderon et al (2019) Ease of use and pedagogical ease Chang et al (2017) Efficiency, customization, pedagogical ease Mathematical Thinking Awang et al (2019) Efficiency, effectiveness, ease of use Augmented reality Beswick and Fraser (2019) Ease of use, social interaction Teacher training Bozkurt and Ruthven (2017) Ease of use, accessibility, methods, content Use of GeoGebra Pujiastuti et al (2020) Ease of use, accessibility, pedagogical ease Interactive media Hadjerrouit and Gautestad (2019) Ease of use, accessibility, pedagogical ease Use of SimReal+…”

Section: Resultsmentioning

confidence: 99%

Evaluating usability in educational technology: A systematic review from the teaching of mathematics

Molina

Cancell

García-Hernández

2022

LUMAT

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The objective of this article is to determine which are the international standards and norms of usability that are used in educational technology applied to the teaching of mathematics at secondary and higher education levels, focused on two scenarios: (1) digital educational resources and virtual learning environments (VLEs), and (2) game-based learning. The PRISMA protocol was used and the Scopus and IEEE Xplorer databases, the Springer publishing House and the ACM Digital Library were used for the search strategy. Forty-seven primary studies were selected, emphasizing the use of the ISO/IEC 9241-11 standard. However, the isolated use of criteria to usability assessment without achieving engineering integration is reflected. Primary studies in the teaching of mathematics mainly use the ISO 9241-11:2018 and ISO/IEC 9126-1:2004 standards. Game-based learning scenario uses ISO 9241-11:2018 standards and procedures that guarantee, at least, the integration between efficiency, effectiveness, and ease of use. Digital educational resources and VLEs scenario uses ISO/IEC 9126-1:2004 and ISO/IEC 9241-11:2018 standards, and procedures that guarantee at least the integration between efficiency and ease of use; effectiveness and ease of use; ease of use and accessibility; and effectiveness, ease of use, accessibility, and efficiency.

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Section: Resultsmentioning

confidence: 99%

Evaluating usability in educational technology: A systematic review from the teaching of mathematics

Molina

Cancell

García-Hernández

2022

LUMAT

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“…From a different perspective, a poster contribution by Hadjerrouit and Gautestad (2016) uses instrumental orchestration in an empirical study on the consequences of integrating an interactive visualization tool "SimReal+" in mathematics education at university level. The study mobilizes instrumental orchestration as defined in the work of Drijvers et al (2010) and defines new types of orchestrations that emerge in the digital era: 13 different types of orchestration are identified.…”

Section: Instrumental and Documentational Approachmentioning

confidence: 99%

Mathematics teaching practices at university level

Grenier-Boley¹,

Nicolás²,

Strømskag³

et al. 2021

Research and Development in University Mathematics Education

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“…When referring to the notions of usability or usable technologies in mathematics education, the research literature focuses on educational software such as GeoGebra, CAS, and SimReal (Artigue et al, 2009;Bokhove & Drijvers, 2010;Hadjerrouit, 2019). However, programming languages differ from educational software and how they are used to implement mathematical problems where one can graph a function or compute an integral simply by entering the function and pressing a button in GeoGebra, for example.…”

Section: Programming and Usability Issuesmentioning

confidence: 99%

Students Engaging in Mathematical Problem-Solving Through Computational Thinking and Programming Activities: A Synthesis of Two Opposite Experiences

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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This paper aims at exploring students' experiences when engaging in mathematical problem-solving through computational thinking and programming by a combination of theoretically derived insights and task-based activities. The main method used is a semi-structured interview with two undergraduate students who were presented with a mathematical task to solve while responding to questions about the mathematical solving process. The results reveal two students' opposite experiences. While one struggled to get acquainted with the task and the associated programming activity, the other was able to handle and solve the task using computational thinking (CT) and programming skills very easily. Conclusions are drawn from the students' experiences to promote mathematical problem-solving through computational thinking and programming in mathematics education at the undergraduate level.

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Evaluating the Usefulness of the Visualization Tool SimReal+ for Learning Mathematics: A Case Study at the Undergraduate Level

Cited by 7 publications

References 28 publications

Evaluating usability in educational technology: A systematic review from the teaching of mathematics

Evaluating usability in educational technology: A systematic review from the teaching of mathematics

Mathematics teaching practices at university level

Students Engaging in Mathematical Problem-Solving Through Computational Thinking and Programming Activities: A Synthesis of Two Opposite Experiences

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