An Elaboration of the Design Construct of Phenomenalisation
7th International Conference on Teaching Statistics, Brazil., (in press)Abstract
The paper builds on design-research studies in the domain of probability and statistics. The
integration of computers into classroom practice has been established as a complex process involving
instrumental genesis (Verillon and Rabardel, 1995), whereby students and teachers need to construct
potentialities for the tools as well as techniques for using those tools efficiently (Artigue, 2002). The
difficulties of instrumental genesis can perhaps be eased by design methodologies that build the needs
of the learner into the fabric of the product. We discuss our interpretation of design research
methodology, which has over the last decade guided our own research agenda. Through reference to
previous and ongoing studies, we argue that design research allows a sensitive phenomenalisation of
a mathematical domain that can capture learners needs by transforming powerful ideas into situated,
meaningful and manipulable phenomena.