Abstract
In this paper we introduce a theoretical framework concerned with fostering functional thinking in Grade 8 students by utilizing digital technologies. This framework is meant to be used to guide the systematic variation of tasks for implementation in the classroom while using digital technologies. Examples of problems and tasks illustrate this process. Additionally, results of an empirical investigation with Grade 8 students, which focusses on the students’ skills with digital technologies, how they utilize these tools when engaging with the developed tasks, and how they influence their functional thinking, are presented. The research aim is to investigate in which way tasks designed according to the theoretical framework could promote functional thinking while using digital technologies in the sense of the operative principle. The results show that the developed framework—Function-Operation-Matrix—is a sound basis for initiating students’ actions in the sense of the operative principle, to foster the development of functional thinking in its three aspects, namely, assignment, co-variation and object, and that digital technologies can support this process in a meaningful way.
Developing Strong and Hybrid Formulation for the Single Stage Single Period Multi Commodity Warehouse Location Problem: Theoretical Framework and Empirical Investigation