Search

This paper presents an analysis of two pairs of fourth graders' exploration of a computational thinking task (related to optimization) within a multimodal paradigm perspective in the Robot Emil context. The data included video recordings of the pupils' work and the analysis was guided by the theoretical lens of the Action, Production and Communication space's semiotic bundle. According to findings, the semiotic bundle regarding solving an optimization task through the Robot Emil context had three major components: verbal signs, tool use, and gestures. Pencil and finger gestures mediated an interpretative link between the tool use and the discourse. Further, they were acting as a strong communication tool when pupils described the trials and the conjectures to each other and also when they evaluated the obtained results. However, we underline that the Robot Emil context does not provide feedback, and therefore the teacher's role is crucial to orchestrate collective classroom discussions in order to compare and consolidate pupils' strategies and optimized solutions. [ABSTRACT FROM AUTHOR]

This study investigates the impact of a dynamic geometry environment, GeoGebra, in enabling grade 9 students to explore a geometrical task related to the Euler's line. The research subjects were grade 9 students in India and Sweden who had no prior experience of using dynamic geometry. Their approach to geometrical reasoning, argumentation and conjecture making has been analysed using Marton's theory of variation, Pea's theory of technology as amplifier and reorganizer and with Marrades and Gutiérrez categorization of proofs. Results indicate that when students of both countries worked on geometrical tasks in GeoGebra, they arrived at similar conclusions. For both groups of students, GeoGebra played the role of amplifier and reorganiser in enabling their explorations. Further, in some of the construction and dragging episodes it was observed that the four functions of variation, namely, contrast, generalisation, separation and fusion played a significant role in developing students' geometrical thinking. Results further indicate that the dynamic geometry environment (DGE) facilitated the making of conjectures and developing empirical proof. However, when it came to developing a deductive proof, students required adequate scaffolding. In general, it concluded that students perform adequately when given investigatory problems in such an environment. They learn new mathematics and learn to handle the DGE at the same time. [ABSTRACT FROM AUTHOR]