RUME 26
2024
Omaha, Nebraska
Digital Task Design to Support Students’ Developing Graphing Meanings
Page: 1395
In this poster, we describe an emerging digital task design principle: That students’ attention can be directed toward theoretically salient aspects of a representation by making those aspects of the representation interactable. We use Paoletti et al.’s (2023) framework to determine what aspects of the representation are theoretically salient and to analyze students’ activity. We present data to illustrate iterative cycles of task design, fine-grained analysis of students' activity, and revision according to our emerging task design principle. We highlight the efficacy of each revised task and provide implications for teachers and researchers as they adapt or design digital graphing tasks.