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A Systematic Review on Task Design in Dynamic and Interactive Mathematics Learning Environments (DIMLEs)

Author

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  • Mustafa Cevikbas

    (Faculty of Education, University of Hamburg, 20146 Hamburg, Germany)

  • Gabriele Kaiser

    (Faculty of Education, University of Hamburg, 20146 Hamburg, Germany
    Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane, Qld 4000, Australia)

Abstract

Task design constitutes a growing core of research in mathematics education. In particular, task design in Dynamic and Interactive Mathematics Learning Environments (DIMLEs) has become very popular, although it remains under-researched. This study aims to systematically analyze the current state of research on task design in DIMLEs. The literature was searched through the Web of Science, and 10 articles were included in the review. Results show that the majority of research studies were undertaken in Asia, with a focus on secondary and higher education. Studies used design-based research, case study, and grounded theory. Most studies were carried out in the domain of geometry, followed by algebra and calculus. Most researchers used GeoGebra as a DIMLE. The studies used different frameworks and contributed to the literature by developing and testing design principles, problematizing task design, and extending existing frameworks. There are also some reported challenges concerning task design in DIMLEs, such as students’ negative attitudes and beliefs and being inexperienced or unfamiliar with DIMLEs. E-assessment issues also created problems, as well as students’ poor mathematical background and time-consuming activities for teachers and students. Overall, the results indicate that further studies are needed on task design in DIMLEs.

Suggested Citation

  • Mustafa Cevikbas & Gabriele Kaiser, 2021. "A Systematic Review on Task Design in Dynamic and Interactive Mathematics Learning Environments (DIMLEs)," Mathematics, MDPI, vol. 9(4), pages 1-20, February.
    • Handle: RePEc:gam:jmathe:v:9:y:2021:i:4:p:399-:d:501312
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    Cited by:

    1. Zhiqiang Yuan & Jing Liu & Xi Deng & Tianzi Ding & Tommy Tanu Wijaya, 2023. "Facilitating Conditions as the Biggest Factor Influencing Elementary School Teachers’ Usage Behavior of Dynamic Mathematics Software in China," Mathematics, MDPI, vol. 11(6), pages 1-18, March.

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