The Use of Applets in Understanding Fundamental Mathematical Concepts in Initial Teacher’s Training
Martins, N. L.
; Lopes, J. B.
; Cravino, J.
; Costa, C.
Communications in Computer and Information Science Vol. 993, Nº 1, pp. 307 - 318, May, 2019.
ISSN (print): 1865-0929
Journal Impact Factor: (in )
Digital Object Identifier: 10.1007/978-3-030-20954-4_23
The proper use of virtual manipulatives in the classroom can provide
environments that generate a more effective learning in the teaching of mathematics.
With these tools, the students receive immediate feedback for their
actions, and can conjecture, formulate questions and solve problems in a quicker
and more practical way. A mathematics teacher must understand the fundamental
principles of a numeral system (FPNS), in order to effectively teaching
their first years’ students about numbers and arithmetic operations. The work
presented here was performed with students from the initial teacher’s education
and was aimed at analyzing how the applet’s use allowed them to acquire a
deeper knowledge of the FPNS. This study, of qualitative and interpretative
nature and case study design, consisted in the resolution of a set of tasks, with
the help of an applet, involving an approach to the FPNS. The results show that,
during the resolution of those tasks, with the help of the applet, the mathematical
terminology used by the students kept improving throughout the experience. On
the other hand, the use of the applet allowed the students to realize the
knowledge gaps regarding content involving the FPNS, which were rectified
throughout the experience. Therefore, the developed work using the applet and
the classroom’s practical model in which they were inserted, allowed these
students to deepen their knowledge of the terminology used and the content
Keywords: Teacher’s initial education Virtual manipulatives Applets