Abstract
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.
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 language | English |
|---|---|
| Title of host publication | Digital Technologies in Designing Mathematics Education Tasks |
| Editors | Allen Leung, Anna Baccaglini-Frank |
| Publisher | Springer Cham |
| Pages | 153-173 |
| ISBN (Electronic) | 9783319434230 |
| ISBN (Print) | 9783319434216 |
| DOIs | |
| State | Published - 2017 |