Multimodal

eric.ed.gov har udgivet: This article reports the findings of a study designed to examine the influence of multimodal writing on the communication of mathematical ideas. Elementary school students (ages 8-13) were required to write mathematics notes using two digital writing technologies, a personal digital notepad and a social mathematics blog, in the context of a formal intervention. Forty-two students participated, across three schools. The study showed that when students wrote notes that could be assessed for correctness, their answers were predominately right, indicating that mathematical sense-making was taking place. It also showed that the digital notepad and blog were used differently and that the type of technology influences the writing content. Moreover, students’ mathematical writing were understandable by their peers and students collaboratively explored solutions. Younger students were more likely… Continue Reading →