Hewitt_Designing educational software full version.pdf (1.04 MB)
Designing educational software: The case of grid algebra
journal contribution
posted on 2016-06-13, 12:54 authored by Dave HewittTo be successful educational software needs to be carefully designed in order to provide constraints and freedoms (Greeno 1994) which relate to its educational aims, restrict or enable learners and teachers to carry out certain actions, and be based upon a clear set of beliefs related to the complex dynamic of teaching and learning. This paper seeks to show the contraints and freedoms built in to the design of Grid Algebra; software which offers an intuitive and novel approach to early algebraic learning, and how they have been informed by a clear set of beliefs and frameworks. The paper shows how the design has taken into consideration known misconceptions that many learners exhibit with early algebra work and how the three frameworks of arbitrary and necessary, subordination and embodied cognition have been fundamental to the design of both the software and some of the activities used with the software. The paper finishes off with considering limitations of the software as well as some strengths that its design offers, and poses questions to consider about the design of this and other resources
History
School
- Science
Department
- Mathematics Education Centre
Published in
Digital Experiences in Mathematics EducationCitation
HEWITT, D., 2016. Designing educational software: The case of grid algebra. Digital Experiences in Mathematics Education, 2 (2), pp. 167-198.Publisher
© SpringerVersion
- AM (Accepted Manuscript)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Publication date
2016-05-03Notes
The final publication is available at Springer via http://dx.doi.org/10.1007/s40751-016-0018-4.ISSN
2199-3246eISSN
2199-3254Publisher version
Language
- en
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