Visual perturbances in digital pedagogical media

Several studies have investigated how the formation of informal conjectures, and the dialogue they evoke, might influence young children’s learning trajectories, and enhance their mathematical thinking. In a digital environment, the visual output and its distinctive qualities can lead to interpretation and response of a particular nature. In this paper the notion of visual perturbance is explored, and situated within the data obtained, when ten-year-old children engaged in number investigations in a spreadsheet environment