| Autor: |
Hollebrands, Karen, Stohl, Hollylynne |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2004 Annual Meeting, Toronto, CA, p1, 7p, 2 Charts |
| Abstrakt: |
In this paper we describe how the design of a technology tool impacts students and teachers’ abilities to solve a problem. In particular, we were interested in how students executed control while solving the problem. We used Gallo’s (1994) constructs of ascending and descending control to carefully analyze every action and decision made wile the students solved a problem using a technology tool. We then considered ten design principles that were identified in a study by Underwood et al (in progress). For each instance of control, we determined whether the design principles were supporting or constraining students’ control. Overall, the results were overwhelmingly positive that the ten design principles, when applied in a technology tool, could support students’ control. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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