Low Achieving Students’ Realization of the Notion of Mathematical Equality with an Interactive Technological Artifacts

Osama Swidan; Wajeeh M. Daher

doi:10.29333/ejmste/103073

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Osama Swidan ¹, Wajeeh M. Daher ² ³ ^*

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¹ Ben-Gurion University of the Negev, P.O.B. 653, Be’er-Sheva, 8410501, ISRAEL² Al-Qasemi Academic College of Education, P.O.B. 124, Baqa-El-Gharbia, 30100, ISRAEL³ An-Najah National University, P.O.B 7, Nablus, PALESTINE^* Corresponding Author

Abstract

In this study we analyzed the discursive actions employed by low-achieving students when they used an interactive technological artifact that simulates a two-pan balance scale to learn about mathematical equality. The study was guided by the commognition framework. Three pairs of low-achieving 16-year-old students participated in this study, in which they were asked to use the artifact to compare mathematical expressions. The results indicate that the commognitive processes exploited by students as they learned the mathematical equality-inequality were reflected in the evolution of their discourse. This evolution was present in the sequence of routines, with which the students were engaged. This routine evolution advanced from everyday discourse into mathematical discourse. The routines’ evolution was guided by the teacher, and therefore, we conclude that the combination of the potentials of the artifact together with the teacher’s actions helped students understand the mathematical equality-inequality.

Keywords

commognition
discourse
equality
low-achieving students
technological tools

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2019, Volume 15, Issue 4, Article No: em1690

https://doi.org/10.29333/ejmste/103073

Publication date: 21 Jan 2019

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How to cite this article

APA

Swidan, O., & Daher, W. M. (2019). Low Achieving Students’ Realization of the Notion of Mathematical Equality with an Interactive Technological Artifacts. Eurasia Journal of Mathematics, Science and Technology Education, 15(4), em1690. https://doi.org/10.29333/ejmste/103073

Vancouver

Swidan O, Daher WM. Low Achieving Students’ Realization of the Notion of Mathematical Equality with an Interactive Technological Artifacts. EURASIA J Math Sci Tech Ed. 2019;15(4):em1690. https://doi.org/10.29333/ejmste/103073

AMA

Swidan O, Daher WM. Low Achieving Students’ Realization of the Notion of Mathematical Equality with an Interactive Technological Artifacts. EURASIA J Math Sci Tech Ed. 2019;15(4), em1690. https://doi.org/10.29333/ejmste/103073

Chicago

Swidan, Osama, and Wajeeh M. Daher. "Low Achieving Students’ Realization of the Notion of Mathematical Equality with an Interactive Technological Artifacts". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 4 (2019): em1690. https://doi.org/10.29333/ejmste/103073

Harvard

Swidan, O., and Daher, W. M. (2019). Low Achieving Students’ Realization of the Notion of Mathematical Equality with an Interactive Technological Artifacts. Eurasia Journal of Mathematics, Science and Technology Education, 15(4), em1690. https://doi.org/10.29333/ejmste/103073

MLA

Swidan, Osama et al. "Low Achieving Students’ Realization of the Notion of Mathematical Equality with an Interactive Technological Artifacts". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 4, 2019, em1690. https://doi.org/10.29333/ejmste/103073