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dc.contributor.authorHashem, Kamel
dc.contributor.authorArman, Ibrahim
dc.date.accessioned2019-11-17T17:17:22Z
dc.date.available2019-11-17T17:17:22Z
dc.date.issued2013-03-14
dc.identifier.issn2279 –0764
dc.identifier.urihttps://dspace.alquds.edu/handle/20.500.12213/4912
dc.descriptionInformation and Communication Technologies (ICT) in Mathematical Education is a very active field of research and innovation, where learning is understood to be meaningful and grasping multiple linked representation rather than rote memorization [1], there is a great amount of literature offering a wide range of theories, methodologies and interpretations, are generally stressing the potentialities for teaching and learning using ICT [2], [3], [4].en_US
dc.description.abstractInformation and Communication Technologies (ICT) in mathematical education is a very active field of research and innovation, where learning is understood to be meaningful and grasping multiple linked representation rather than rote memorization, a great amount of literature offering a wide range of theories, learning approaches, methodologies and interpretations, are generally stressing the potentialities for teaching and learning using ICT. Despite the utilization of new learning approaches with ICT, students experience difficulties in learning concepts relevant to understanding mathematics, much remains unclear about the relationship between the computer environment, the activities it might support, and the knowledge that might emerge from such activities. Many questions that might arise in this regard: to what extent does the use of ICT help students in the process of understanding and solving tasks or problems? Is it possible to identify what aspects or features of students' mathematical learning can be enhanced by the use of technology? This paper will highlight the interest of the integration of information and communication technologies (ICT) into the teaching and learning of mathematics (quadratic functions), it aims to investigate the effect of four instructional methods on students’ mathematical understanding and problem solving. Quantitative and qualitative methods are used to report about 43 students in middle school. Results showed that mathematical thinking and problem solving evolves as students engage with ICT activities and learn cooperatively.en_US
dc.language.isoenen_US
dc.publisherInternational Journal of Computer and Information Technologyen_US
dc.subjectDynamic Geometry Softwareen_US
dc.subjectInformation and Communication Technologiesen_US
dc.subjectLearning environmentsen_US
dc.subjectVisualizationen_US
dc.titleIntegration of ICT in Mathematical Understanding Using Modelingen_US
dc.typeArticleen_US


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