Mathematics education researchers have been interested in students' understanding of the equality as equivalence relations. Doing so, they pointed out that the notion of equality is difficult for students to perceive. We provided one pair of 16-year-old low-achieving students with a productive environment (technological tool, supportive teacher and an authentic activity) to support their learning of equality sentences as equivalence relations. We examined the pair of students’ routines in this environment. The research results indicated that the students followed a sequence of routines where the teacher and the technology had an effective role. Moreover, students’ substantiation routines relied on empirical argument that utilized concrete realizations afforded by the applet.

عنوان المؤتمر

Tenth Congress of European Research in Mathematics Education

دولة المؤتمر

أيرلندا

تاريخ المؤتمر

1 فبراير، 2017 - 5 فبراير، 2017

راعي المؤتمر

Institute of Education, Dublin City University

معلومات إضافية

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