Students Learning Progression through Instrumental Decoding of Mathematical Ideas

Students Learning Progression through Instrumental Decoding of Mathematical Ideas

Stavroula Patsiomitou

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University of Ioannina

Students Learning Progression through Instrumental Decoding of Mathematical Ideas

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Abstract

The current study aims to focus on mathematical tasks for students’ mathematical literacy and problem solving literacy. Excerpts are presented from dynamic hypothetical learning paths [DHLP] s and students’ learning progression. The excerpts center around activities aimed to develop the students’ geometrical thinking through the development of their ability to solve real-world problems. The students cooperated in class or worked individually to represent the images using their static or dynamic means and tools (e.g. compass and ruler, a computing environment, interactive boards, dynamic geometry software). My further aim was the students to utilize transformation processes for representations by instrumentally decoding their ideas on static and dynamic objects.

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Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

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How to Cite This Article

Stavroula Patsiomitou. 2014. \u201cStudents Learning Progression through Instrumental Decoding of Mathematical Ideas\u201d. Global Journal of Computer Science and Technology - C: Software & Data Engineering GJCST-C Volume 14 (GJCST Volume 14 Issue C1).

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Journal Specifications

Crossref Journal DOI 10.17406/gjcst

Print ISSN 0975-4350

e-ISSN 0975-4172

Keywords

‘dynamic’ hypothetical learning path learning progression linking visual active representations teaching cycle

Submission ReceivedDecember 11, 2013
Peer Review Double Blind
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Accepted January 5, 2014
Published January 15, 2014

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May 14, 2014

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Article Matrices

Total Score: 101

Country: Greece

Subject: Global Journal of Computer Science and Technology - C: Software & Data Engineering

Authors: Stavroula Patsiomitou (PhD/Dr. count: 0)

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