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Abstract

This study aims at understanding the role of the tools chosen throughout the processes of solving a non-routine mathematical problem and communicating its solution. In assuming that problem-solving is a synchronous activity of mathematization and expression of mathematical thinking we take our proposed Mathematical Problem Solving with Technology (MPST) model to analyze the processes of solving-and-expressing-problems. Resorting to qualitative methods for data collection and analysis, we report on the case of an 8th grader working on a covariation problem to examine the role that paper-and-pencil and digital tools play in the development of a conceptual model of the situation. We found that the resources used throughout the solving-and-expressing activity influenced the depth of the conceptual model developed, within a process of progressive mathematization. Whereas paper-and-pencil led to the emergence of a conceptual model based on exploring particular cases, the digital transformation of the solution was triggered by the process of communicating its mathematical justification and expanded the previous model. Moreover, the complexity of this activity is evidenced by its multiple sequences of processes. Finally, the integration process seems crucial as the concomitant use of technological and mathematical resources precedes major advancements in the expansion of the conceptual model.

Keywords

mathematical problem-solving conceptual model covariation aper-and-pencil digital technology techno-mathematical fluency

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Jacinto, H. ., & Carreira, S. . (2021). Digital tools and paper-and-pencil in solving-and-expressing: how technology expands a student’s conceptual model of a covariation problem. Journal on Mathematics Education, 12(1), 113–132. Retrieved from https://jme.ejournal.unsri.ac.id/index.php/jme/article/view/3734
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