Comparative effects of dynamic geometry system and physical manipulatives on Inquiry-based Math Learning for students in Junior High School
Author:
Funder
National Natural Science Foundation of China
Innovation Research for the Full-time Postgraduates of Guangzhou University
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10639-024-12663-6.pdf
Reference64 articles.
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2. Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. Zdm, 45, 797–810. https://doi.org/10.1007/s11858-013-0506-6.
3. Aydede, M. (1999). What makes perceptual symbols perceptual? Behavioral and Brain Sciences, 22(4), 610–611. https://doi.org/10.1017/S0140525X99232141.
4. Ayres, P. (2020). Something old, something new from cognitive load theory. Computers in Human Behavior, 113, 106503. https://doi.org/10.1016/j.chb.2020.106503.
5. Baki, A., Kösa, T., & Güven, B. (2011). A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualisation skills of pre-service mathematics teachers. British Journal of Educational Technology, 42(2), 291–310. https://doi.org/10.1111/j.1467-8535.2009.01012.x.
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