This paper discusses a case study of grade 9 students who use a dynamic technology to model motion as a graphical approach to the concept of function. We draw on the notion of place (versus that of space), as offered by Nemirovsky, Ingold and Burbules, to analyse the ways that these students understand their mathematical experiences with the tool. We make use of this notion to talk of learning as a matter of creating and traversing mathematical places, striving to avoid representational visions of learning.
Traversing mathematical places
FERRARA, Francesca;FERRARI, GIULIA
2016-01-01
Abstract
This paper discusses a case study of grade 9 students who use a dynamic technology to model motion as a graphical approach to the concept of function. We draw on the notion of place (versus that of space), as offered by Nemirovsky, Ingold and Burbules, to analyse the ways that these students understand their mathematical experiences with the tool. We make use of this notion to talk of learning as a matter of creating and traversing mathematical places, striving to avoid representational visions of learning.
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