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首页> 外文期刊>The international journal for technology in mathematics education >Helpful and Hindering Features of GeoGebra: Understanding What Affords Conceptual Understandings of Definite Integrals Among Pre-Service Middle Grades Mathematics Teachers
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Helpful and Hindering Features of GeoGebra: Understanding What Affords Conceptual Understandings of Definite Integrals Among Pre-Service Middle Grades Mathematics Teachers

机译：Geogebra的有用和妨碍特征：了解在售前中等成绩中的明确积分的概念理解的概念理解数学教师

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This paper introduces the Affording Understanding Conceptual Framework as a way for mathematics teacher educators to analyze student's perceptions of a digital math tool's helpfulness (e.g., GeoGebra) versus the instructor's perceptions when seeking insights into how a lesson design could be improved. An example of this action research process is provided using GeoGebra to help pre-service middle grades mathematics teachers (MGMTs) develop their conceptual understandings of definite integrals. Findings showed that the pre-service MGMTs noticed four categories of what they considered to be primarily helpful features: "Ease of Use," "Pictorial Representation," "Colored," and "Slider/Dynamic Movement" types. While the pre-service MGMTs all described these as helpful, the content of their comments showed that there was a material difference in how they viewed the "Ease of Use" type from the other three suggesting ways in which the lesson could be revised to be more effective.
机译：本文介绍了理解概念框架，作为数学教师教育者分析学生对数字数学工具的乐于助人的看法（例如，GeoGeBra）与教师在寻求课程设计中如何提高课程设计时的看法。 使用Geogebra提供此动作研究过程的一个例子，以帮助售前中等成绩数学教师（MGMTs）发展他们对明确积分的概念理解。 调查结果表明，预先使用的MGMTS注意到它们被认为是主要有用的特点：“易用性”，“图案表示”，“彩色”和“滑块/动态运动”类型。 虽然将这些母乳预先削减的MGMTS称为有用，但其评论的内容表明，他们如何从其他三种建议方式观看“易用性”类型的材料差异，其中可以修改课程的其他三种方式 更加有效。

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