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<p>Digital mathematics learning environments (DMLEs) are a way of bringing discovery learning (DL), whose benefits are recognised in the research community, into classrooms. While the positive impact of DL on problem-solving competencies and self-directed learning has already been extensively researched, there needs to be more clarity regarding which DL features within DMLEs are most beneficial from students’ perspectives. Therefore, our study aims to close this gap by identifying the features students perceive as particularly positive using Artifact-Centric Activity Theory and Discovery Learning as theoretical lenses. To this end, 63 observations were conducted with lower secondary school students while they were working with the DMLE FLINK in Maths. Using the Think-Aloud method, we gained insights into the students’ perspectives, needs, and preferences, thereby identifiing a) <i>Dynamic User Interaction</i>, b) <i>Self-Directed Learning and Practising</i>, c) <i>Learning and Utilisation Methods</i>, and d) <i>Personal Responsibility and Flexibility</i> as crucial features of the DMLE that are conducive to learning for students. Concrete recommendations for the prospective optimised design of DMLEs can be derived from the results of our study.</p>

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Design Characteristics for Discovery Learning within Digital Mathematics Learning Environments from Students’ Perspectives

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月17日

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  • Robert Weinhandl,
  • Selina Baldinger,
  • Viktoria Riegler

摘要

Digital mathematics learning environments (DMLEs) are a way of bringing discovery learning (DL), whose benefits are recognised in the research community, into classrooms. While the positive impact of DL on problem-solving competencies and self-directed learning has already been extensively researched, there needs to be more clarity regarding which DL features within DMLEs are most beneficial from students’ perspectives. Therefore, our study aims to close this gap by identifying the features students perceive as particularly positive using Artifact-Centric Activity Theory and Discovery Learning as theoretical lenses. To this end, 63 observations were conducted with lower secondary school students while they were working with the DMLE FLINK in Maths. Using the Think-Aloud method, we gained insights into the students’ perspectives, needs, and preferences, thereby identifiing a) Dynamic User Interaction, b) Self-Directed Learning and Practising, c) Learning and Utilisation Methods, and d) Personal Responsibility and Flexibility as crucial features of the DMLE that are conducive to learning for students. Concrete recommendations for the prospective optimised design of DMLEs can be derived from the results of our study.