Static, Dynamic and Interactive Elements in Digital Teaching Materials in Mathematics: How Do They Foster Interaction, Exploration and Persistence?
Saved in:
| Title: | Static, Dynamic and Interactive Elements in Digital Teaching Materials in Mathematics: How Do They Foster Interaction, Exploration and Persistence? |
|---|---|
| Language: | English |
| Authors: | Anneli Dyrvold, Ida Bergvall (ORCID |
| Source: | LUMAT: International Journal on Math, Science and Technology Education. 2023 11(3):103-131. |
| Availability: | LUMA Centre Finland. University of Helsinki. A.I. Virtasen aukio 1, 00014 University of Helsinki, Finland. Tel: +358-50-348-0567; e-mail: editor@lumat.fi; Web site: https://journals.helsinki.fi/lumat |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Mathematics Instruction, Instructional Materials, Educational Technology, Electronic Learning, Learning Management Systems, Computer Assisted Instruction, Web Based Instruction, Learner Engagement, Persistence, Attention, Dimensional Preference, Visual Stimuli, Eye Movements, Student Motivation |
| ISSN: | 2323-7112 |
| Abstract: | Contemporary comprehensive mathematics teaching material covering whole courses has developed substantially from the early versions that roughly were 'books as pdf' with some complementary online material. In teaching materials that are offered in online web portals (digital teaching platforms) a variety of dynamic and interactive elements can be utilised, offering new ways to engage with mathematics. Despite this recent development, the variety of affordances of the digital environment are utilised to a surprisingly small extent. The pros and cons with digital teaching materials in mathematics are debated, and publishers advertise with arguments about algorithms that lay out an ideal learning path and about joyful content. Critical for students' learning while working with teaching materials is however that they find it meaningful to use the materials, a persistence in the interaction with the materials, and furthermore that the willingness to explore mathematics remains. In this study students' interaction with digital teaching material with various kinds of dynamic and interactive elements supplementing the static parts in the presentation of new content is explored. Differences in students' attention to mathematical facts, essential in the problem solving, is captured using an eye-tracker. Analyses of differences in attentive behaviour depending on the kind of digital element that are used for presentation reveal that the type of digital element that students attend the least to is static elements. Differences in what is offered to and what is demanded from a reader when mathematical facts are presented using various digital elements is discussed and potential implications from the results are suggested. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1412196 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1412196 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1412196 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Static, Dynamic and Interactive Elements in Digital Teaching Materials in Mathematics: How Do They Foster Interaction, Exploration and Persistence? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Anneli+Dyrvold%22">Anneli Dyrvold</searchLink><br /><searchLink fieldCode="AR" term="%22Ida+Bergvall%22">Ida Bergvall</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-7988-9445">0009-0007-7988-9445</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22LUMAT%3A+International+Journal+on+Math%2C+Science+and+Technology+Education%22"><i>LUMAT: International Journal on Math, Science and Technology Education</i></searchLink>. 2023 11(3):103-131. – Name: Avail Label: Availability Group: Avail Data: LUMA Centre Finland. University of Helsinki. A.I. Virtasen aukio 1, 00014 University of Helsinki, Finland. Tel: +358-50-348-0567; e-mail: editor@lumat.fi; Web site: https://journals.helsinki.fi/lumat – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 29 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Based+Instruction%22">Web Based Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence%22">Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Dimensional+Preference%22">Dimensional Preference</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2323-7112 – Name: Abstract Label: Abstract Group: Ab Data: Contemporary comprehensive mathematics teaching material covering whole courses has developed substantially from the early versions that roughly were 'books as pdf' with some complementary online material. In teaching materials that are offered in online web portals (digital teaching platforms) a variety of dynamic and interactive elements can be utilised, offering new ways to engage with mathematics. Despite this recent development, the variety of affordances of the digital environment are utilised to a surprisingly small extent. The pros and cons with digital teaching materials in mathematics are debated, and publishers advertise with arguments about algorithms that lay out an ideal learning path and about joyful content. Critical for students' learning while working with teaching materials is however that they find it meaningful to use the materials, a persistence in the interaction with the materials, and furthermore that the willingness to explore mathematics remains. In this study students' interaction with digital teaching material with various kinds of dynamic and interactive elements supplementing the static parts in the presentation of new content is explored. Differences in students' attention to mathematical facts, essential in the problem solving, is captured using an eye-tracker. Analyses of differences in attentive behaviour depending on the kind of digital element that are used for presentation reveal that the type of digital element that students attend the least to is static elements. Differences in what is offered to and what is demanded from a reader when mathematical facts are presented using various digital elements is discussed and potential implications from the results are suggested. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1412196 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1412196 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 103 Subjects: – SubjectFull: Mathematics Instruction Type: general – SubjectFull: Instructional Materials Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Learning Management Systems Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Web Based Instruction Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Persistence Type: general – SubjectFull: Attention Type: general – SubjectFull: Dimensional Preference Type: general – SubjectFull: Visual Stimuli Type: general – SubjectFull: Eye Movements Type: general – SubjectFull: Student Motivation Type: general Titles: – TitleFull: Static, Dynamic and Interactive Elements in Digital Teaching Materials in Mathematics: How Do They Foster Interaction, Exploration and Persistence? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Anneli Dyrvold – PersonEntity: Name: NameFull: Ida Bergvall IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 2323-7112 Numbering: – Type: volume Value: 11 – Type: issue Value: 3 Titles: – TitleFull: LUMAT: International Journal on Math, Science and Technology Education Type: main |
| ResultId | 1 |
