Vahey, P., Knudsen, J., Rafanan, K., & Lara-Meloy, T. (2013). Curricular Activity Systems Supporting the Use of Dynamic Representations to Foster Students’ Deep Understanding of Mathematics. In C. Mouza and N. Lavigne (Eds.). Emerging Technologies for the Classroom, pp. 15 – 30. Springer, NY.
A significant body of research has shown the benefits of dynamic representations technologies for learning. Dynamic representations embed mathematical relationships in objects that can be manipulated and illustrated in a concrete way. An example is a position graph that controls the motion of an object or character (e.g., a person running) in a simulated world. Although the technology required to use dynamic representations is now commonplace their use in the classroom is still limited. This chapter describes the notion of a curricular activity system and how it can be used in the design of learning environments that have a wider reach.