Abstract

As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied mathematical investigations. A student's Development Process Model of creating and using an Exploratory Object provides insights on the kinds of activities emerging from their creation and use. We propose to discuss Exploratory Objects by examining them, as a learning activity, across a literature review involving four educational areas: learning mathematics by use of simulation, learning mathematics by programming, learning experimental mathematics, and inquiry-based learning in science and mathematics education. Through this contextualisation, a refinement of the Development Process Model is proposed. Our results suggest that the learning activity of creating and using Exploratory Object is closely related to that of using microworlds.

Citation

Marshall, N. & Buteau, C. (2014). Learning Mathematics by Designing, Programming, and Investigating with Interactive, Dynamic Computer-Based Objects. International Journal for Technology in Mathematics Education, 21(2), 49-64. Retrieved August 8, 2024 from https://www.learntechlib.org/p/154834/.

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Keywords

• active learning
• Computer Graphics
• Computer Managed Instruction
• Creative Activities
• discovery learning
• Experimental Programs
• Foreign Countries
• inquiry
• Investigations
• Learning Activities
• Literature Reviews
• mathematical models
• Mathematics Curriculum
• mathematics education
• programming
• simulation
• student experience
• student journals
• teaching methods
• undergraduate students