Discourse Analysis on Understanding the Differential Concept of High School Students in a Dynamic Geometry Environment

Autor/inn/en	Chang, Hyun Suk; Kim, Ji Youn; Lee, Bongju
Titel	Discourse Analysis on Understanding the Differential Concept of High School Students in a Dynamic Geometry Environment
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 7, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chang, Hyun Suk) ORCID (Kim, Ji Youn) ORCID (Lee, Bongju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8215
Schlagwörter	Discourse Analysis; High School Students; Cognitive Processes; Comparative Analysis; Computer Software; Laptop Computers; Piagetian Theory; Mathematics Instruction; Concept Formation; Mathematics Achievement; Calculus; Cooperative Learning; Classification; Speech Communication; Mathematical Concepts; Pretests Posttests; Teaching Methods; Geometry; Classroom Communication + Suchen Sie Ihr Suchwort? Diskursanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Cognitive process; Kognitiver Prozess; Laptop computer; Laptop; Computer; Digitalrechner; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Kooperatives Lernen; Classification system; Klassifikation; Klassifikationssystem; Teaching method; Lehrmethode; Unterrichtsmethode; Geometrie; Klassengespräch
Abstract	This study investigated the cognitive and social processes through which high school students acquire the differential concepts through communication in a dynamic geometry environment through some cases. Additionally, we observed how a dynamic geometry environment affects these processes. To achieve this objective, eight students were recruited by using the pre-test results and divided into an experimental group and a control group. The learning environment for the two groups was designed to be the same except for jointly manipulating Geogebra on the laptop in the experimental group. Students' discourse was analyzed using an analysis framework that applied both Piaget's (1959) linguistic categories and Rutherford's (2011) neo-Piagetian model. We found that the dynamic geometry environment improved communication among students and their achievement levels. In particular, graphic and dynamic representations created by dragging stimulated students' interest and increased communication among them. Although the quality of communication was somewhat different in the discourse analysis of the two groups, each participant's role was confirmed in the co-construction of knowledge among all cases of eight students. We expect that precise verbal information on various representations of mathematical content in the process of understanding the concepts of students could be an opportunity to prepare educational environments corresponding thereto. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01