Relations between task design and students' utilization of GeoGebra
Study details
| Year: | Not reported |
| Scope: | Local |
| Countries: | Sweden |
| Methodology: | Empirical research – Qualitative |
| Methods of data collection: | Ethnography / participant observation; Tracking data |
| Researched Groups: | Children |
| Children Ages: | Pre-adolescents (11-13 Years old); Adolescents (14-18 Years old) |
| Consents: | Consent obtained from parents; Consent obtained from children |
| Informed Consent: | Consent obtained |
| Ethics: | Ethical considerations and/or protocol mentioned in the research design |
| URL: | https://link.springer.com/article/10.1007%2Fs40751-019-00051-6 |
| Data Set Availability: | Not mentioned |
Goals
"The research question guiding this study asked in which ways students’ utilization of GeoGebra was different when solving non-routine tasks with different levels of guidance. It was considered that to support an analysis aiming to answer this research question, a specification of this software’s potential to support problem solving and reasoning was required. Furthermore, using it should be interpretable in students’ uttered reasoning, and therefore this latter’s character is important to explain differences in its utilization. To deepen the analysis, the aspect of proof was considered." (Author, 227)