Bridging between Contexts and Concepts: How Data Video and Computer Modelling Can Help

It is generally assumed that students best learn mathematics and science by doing mathematics and science. Concrete experiences are considered as a good way to start the study of any topic in mathematics and science. The teacher’s job is to help students move from the concrete to the abstract, and vice versa. In this paper we will describe how data video and computer modelling can support the process of helping students move between concrete contexts and concepts in mathematics and science. At the same time, this paper will illustrate the advantage of an integrated learning environment in which different activities like data collection, data analysis, and modelling can be combined. Examples are taken from practical investigations of Dutch secondary school students and from experimental learning materials.