Development Research Framework for Designing Functions Class Using Desmos
DOI:
https://doi.org/10.57125/FED.2023.12.25.05Keywords:
Desmos, Development Research Framework, Functions, Technology-Enhanced LearningAbstract
Technology-enhanced learning aids are playing a more and bigger role in the constantly changing world of mathematics education. This paper introduced a comprehensive research framework aiming to revolutionise the design of functions classes through innovative Desmos application. The main goal was to develop research framework for Functions classes utilising Desmos as a tool. To actively involve students in the learning process of the framework, creative approaches for incorporating this technology tool into the curriculum were offered. Its interactive and dynamic characteristics were specifically highlighted. The framework was built on the ideas of design-based research and included iterative planning, design, implementation, and evaluation procedures. In the given investigation, the challenges faced by educators in teaching Functions, including the need for increased student engagement and the difficulty in visualising abstract mathematical concepts were uncovered. Significant findings from this study reveal that the integration of Desmos into Functions classes significantly improves student engagement, fosters a deeper understanding of mathematical concepts, and promotes problem-solving skills. Moreover, educators reported increased enthusiasm among students and a more enjoyable learning experience. The implications of this study are profound for the future of mathematics education. By harnessing the potential of Desmos, educators can design dynamic, captivating, and productive functions classes that align closely with curriculum objectives. Our findings demonstrated that Desmos can be a catalyst for more engaging and effective mathematics instruction, thereby shaping a brighter future for students and educators alike.
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