| The utilization of technology in multiple representations is a significant topic in mathematics education. Linked multiple representations are a group of representations in which, upon altering a given representation, other representations are automatically updated to reflect the change. Semi-linked representations are those for which the corresponding updates of changes within the representations are available only upon request and are not automatic.; This study compared three groups of Algebra I students: one group using linked representation software, the second group semi-linked representation software, and the control group to study the effects of these technologies on students' understanding of linear relationships. Moreover, this study investigated students' attitudes towards and preferences for representations. Data collection methods included mathematics pre- and posttests, follow-up interviews, computer-based interviews, observations, and a survey.; Questions in tests were clustered into categories and compared across the three groups by using a nonparametric Kruskal-Wallis test. There were no significant differences in achievement between the groups in any category on either the pretest or posttest. To study how the groups' achievement changed from pretest to posttest, the Wilcoxon nonparametric test for dependent samples, was performed. Some of the improvements were significant at the .05 level, such as for the experimental groups in the categories of interpreting graphs and constructing equations, the semi linked group for the height/slope misconception, and the linked group for the graph as picture category.; Linkage was helpful for some students in constructing mathematical ideas, whereas students who had already constructed those ideas and trusted them did not need the linkage. Semi-linked software forced students to be more active in their learning process, to make use of their knowledge and the information provided by the software, and to construct connections among the representations. The conclusion of this study was that semi-linked representations can be as effective as linked representations and that there is a role for each in different educational settings.; Students reported that easy access to all representations at once with the technology was helpful in comparing different representations. Personal preferences and previous experience/knowledge were the main themes emerging as reasons for preferring one representation over another. |
