Are there any existing research on the effectiveness of computer simulation and/or interactive visualization for the learning of mathematical concepts?
I ask because:
- There has been some efforts in developing "virtual laboratories" in the physical sciences and part of the justification is that virtual laboratories are better than no laboratories: this is especially the case for things like environmental sciences where it may not always be possible to travel to a destination with the right sort of environment.
There has been some efforts in developing "virtual laboratories" in the physical sciences and part of the justification is that virtual laboratories are better than no laboratories: this is especially the case for things like environmental sciences where it may not always be possible to travel to a destination with the right sort of environment.
By extension one may expect there to be certain benefits derived from giving students "hands-on" access to mathematical/geometric objects. But is there any research that actually qualifies/quantifies the benefit?
I've seen lots of people pushing the use of things like Desmos: one of the great things I like about it is that the graphs can interactively depend on adjustable parameters. Intuitively I would say that these kinds of models with visual feedback are more effective than simply a graph drawn on a black board. But is this supported by research evidence?
By extension one may expect there to be certain benefits derived from giving students "hands-on" access to mathematical/geometric objects. But is there any research that actually qualifies/quantifies the benefit?
- I've seen lots of people pushing the use of things like Desmos: one of the great things I like about it is that the graphs can interactively depend on adjustable parameters. Intuitively I would say that these kinds of models with visual feedback are more effective than simply a graph drawn on a black board. But is this supported by research evidence?
