Engagement with Interactive Diagrams: The Role Played by Resources and Constraints

Michal Yerushalmy, Elena Naftaliev

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Interactive textbooks appear to be the tools of choice in mathematics
instruction in the foreseeable future. It is important, therefore, to establish the
theoretical foundations of design that define student-textbook-teacher interactions.
In our long-term research, we suggested, tested, and refined a semiotic framework
that offers a set of terms helpful in analyzing how the designed features of interactive diagrams (IDs) function in these interactions. The present chapter summarizes key design decisions about resources and constraints of interactive texts according to various semiotic functions, and discusses the role of designed
resources and constraints of the IDs in student engagement with interactive texts.
Original languageEnglish
Title of host publicationDigital Technologies in Designing Mathematics Education Tasks
EditorsAllen Leung, Anna Baccaglini-Frank
PublisherSpringer Cham
ISBN (Electronic)9783319434230
ISBN (Print)9783319434216
StatePublished - 2017


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