Investigating students' use of dynamic materials addressing conceptions related to functional thinking
Résumé
This paper reports on a qualitative case study about the use of dynamic worksheets addressing typical difficulties and misconceptions concerning functional thinking. The dynamic worksheets designed in this project visualize the transfer between iconic situational and graphical representations and were utilized during an intervention with students in a 7th grade Austrian middle school class. In addition to observational data, diagnostic tests and interviews regarding students’ conceptions in the field of functional thinking were conducted. The case study particularly pays attention to the intuitive conceptions of students, the influence of the dynamic worksheets on these conceptions, and whether or not these materials are able to support students in developing appropriate mathematical conceptions. In this paper, an overview of the study and the part of the results related to students’ use of dynamic worksheets are presented.
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