Guiding students’ learning with an interactive diagram: The case of equations

Elena Naftaliev, Michal Yerushalmy

Research output: Contribution to journalArticlepeer-review


The article reports on a study of the resources and constraints designed in interactive diagrams to guide students’ development of ways to solve quadratic equations and perform algebraic manipulations. We report qualitatively on an experiment in which four 14- and 15-year-old students were challenged by a task presented as an interactive diagram (ID). The study provides evidence of the way IDs help students in their exploration. We provide a scheme to follow the development of new mathematical knowledge. Knowledge development begins with students’ spontaneous ideas relating to the context of the task, and it evolves through guided explorations supported by the design of the ID.

Original languageEnglish
Article number101008
JournalJournal of Mathematical Behavior
StatePublished - Dec 2022

Bibliographical note

Publisher Copyright:
© 2022 Elsevier Inc.


  • Algebraic manipulations
  • Digital curriculum resources
  • Guided inquiry
  • Interactive diagrams
  • Quadratic equations
  • Semiotic framework

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education
  • Applied Mathematics


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