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Digital teaching platforms: the use of dynamic functions to express mathematical content.

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Title: Digital teaching platforms: the use of dynamic functions to express mathematical content.
Authors: Dyrvold, Anneli, Bergvall, Ida
Source: Scandinavian Journal of Educational Research. Aug2024, Vol. 68 Issue 5, p861-877. 17p.
Subjects: Digital learning, Mathematics, Semiotics, Political science, School administration
Abstract: This article explores how seven Swedish digital teaching platforms in mathematics make use of the affordances provided by various modalities and dynamic functions. A model based on social semiotics is used to analyse how dynamic functions are used, whether or not the language is technically oriented, if relational or operational processes are emphasised, and the logic in the text. The analysis focuses on how the dynamic elements in teaching materials are used and potential consequences of their use. The results reveal a tendency to predominantly allocate dynamic and interactive elements to tasks related to theoretical parts and examples, and also that the most common dynamic element, film, has substantial potential to support meaning-making in several respects. For example, a voice-over can easily contribute a personal touch, add further logic to the content, or give an explanation based on an operational process. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Digital teaching platforms: the use of dynamic functions to express mathematical content.
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  Data: <searchLink fieldCode="AR" term="%22Dyrvold%2C+Anneli%22">Dyrvold, Anneli</searchLink><br /><searchLink fieldCode="AR" term="%22Bergvall%2C+Ida%22">Bergvall, Ida</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Aug2024, Vol. 68 Issue 5, p861-877. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Semiotics%22">Semiotics</searchLink><br /><searchLink fieldCode="DE" term="%22Political+science%22">Political science</searchLink><br /><searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink>
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  Label: Abstract
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  Data: This article explores how seven Swedish digital teaching platforms in mathematics make use of the affordances provided by various modalities and dynamic functions. A model based on social semiotics is used to analyse how dynamic functions are used, whether or not the language is technically oriented, if relational or operational processes are emphasised, and the logic in the text. The analysis focuses on how the dynamic elements in teaching materials are used and potential consequences of their use. The results reveal a tendency to predominantly allocate dynamic and interactive elements to tasks related to theoretical parts and examples, and also that the most common dynamic element, film, has substantial potential to support meaning-making in several respects. For example, a voice-over can easily contribute a personal touch, add further logic to the content, or give an explanation based on an operational process. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00313831.2023.2196555
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              Text: Aug2024
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