Simultaneous activation of conceptual and procedural mathematical knowledge by means of CLASSPAD

Abstract

If we agree that the main goal of mathematics education is to develop both procedural and conceptual knowledge and to make links between the two, a very important research question regarding technology- based mathematics education is how different pedagogical solutions affect the relation between the two knowledge types. This paper highlights some examples concerning that question by utilizing recently-introduced hardware and software innovations. These allow constructions of a mental bridge between concrete and abstract objects by simple drag-and-drop activities, as from geometric to algebraic window, and vise versa.