In this study, we investigated the effectiveness of computer-assisted learning when used by students in the seventh grade to learn the linear function y = mx + b. The proposed instructional approach is based on the dynamic linking of multiple representations. The aim of this linking is to provide clarification of the mathematical structure of linear functions and the meaning of parameters m and b. We adopted a quasi-experimental design involving two classes from a junior high school in Taiwan. None of the students possessed prior knowledge of linear functions. The experiment group was exposed to linear functions within a digital learning environment, whereas the control group was subjected to the conventional paper and pencil approach. Results from pre-tests and post-tests revealed significant improvements in both groups; however, the experiment group significantly outperformed those in the control group. In fact, the experiment group obtained higher scores on a delayed posttest than on the initial posttest. This is a clear demonstration of the benefits of computer-assisted learning in terms of concept retention.
Keywords: computer aided instruction, dynamic representations, linear function
Using Dynamic Representations to Strengthen Understanding of Linear Functions among Seventh Graders
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