A Case Study of Dynamic Visualization and Problem Solving

Autor/in	Lavy, Ilana
Titel	A Case Study of Dynamic Visualization and Problem Solving
Quelle	In: International Journal of Mathematical Education in Science and Technology, 38 (2007) 8, S.1075-1092 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
Schlagwörter	Computer Uses in Education; Problem Solving; Instructional Effectiveness; College Students; Geometric Concepts; Comparative Analysis; Success; Visual Stimuli; Visual Perception; Mathematics Skills; Foreign Countries; Visualization; Color; Validity; Classification; Mathematical Logic; Israel + Suchen Sie Ihr Suchwort? Computernutzung; Problemlösen; Unterrichtserfolg; Collegestudent; Elementare Geometrie; Erfolg; Visuelle Wahrnehmung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Visualisation; Visualisierung; Colour; Farbbezeichnung; Farbe; Gültigkeit; Classification system; Klassifikation; Klassifikationssystem; Mathematical logics; Mathematische Logik
Abstract	This paper reports an example of a situation in which university students had to solve geometrical problems presented to them dynamically using the interactive computerized environment of the "MicroWorlds Project Builder". In the process of the problem solving, the students used ten different solution strategies. The unsuccessful strategies were then classified into three main categories: distracting, reducing and confusing. One student group had to solve the same problem in its non-dynamic version. The results received from both groups were compared and analysed. Analysis of the solution strategies and the process of the categorization revealed that the percentage of success in both groups was similar and in the case of the given problem, the dynamic visual mode of the problem distracted the students' attention away from proper handling of the solution of the problem. (Contains 6 figures and 3 tables. Solutions are appended.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10