Abstract
The learning process of constructing concepts in mathematics can be supported by visualization in graphical, numerical, and symbolic representations. However, previous research suggests that students have not fully taken advantage of the opportunities provided by these technologies. Two key factors, including mathematics conception and mathematics study approaches differentially used such technologies and consequently promote the quality of mathematics education. We hypothesized that these key factors play a key role in this shortcoming. A survey of 442 high school students from Iran was conducted to examine the hypotheses through structural equation modeling. Results confirmed that mathematics conception and mathematics study approaches were associated with students’ experiences and evaluations of using supportive digital technologies in mathematics learning. Moreover, mathematics study approaches mediated the relationship between mathematics conception and students’ experiences and evaluation of using these digital technologies. These findings explain how mathematics conception contributes to learning experiences when students use such digital technologies.
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