Many South African educational institutions are adopting learning management systems (LMS) into their daily teaching and learning practice. The Western Cape Education Department piloted Modular Object-Oriented Dynamic Learning Environment (Moodle), an LMS for improving teaching and learning. The objective of the research reported on here was to determine whether Moodle improved Grade 10 learners’ conceptual understanding of the topic, functions, in mathematics. The research investigated two classes; one dependent upon a traditional chalk-and-talk teaching method (control), and another exposed to Moodle (experimental). It was found that learners constructed their own knowledge by drawing on resources embedded in Moodle and framed within a Social Constructivist theory. A hybrid e-learning framework was deployed; learners acquired knowledge by interacting with computers. Interaction was monitored and results were recorded using online surveys and tests. A quasi-experimental design was employed to compare the groups. The comparisons were statistically analysed. Results showed that the functionalities within the Moodle LMS were instrumental in improving conceptual understanding of mathematical functions. Keywords: constructivism; digital technologies; functions; mathematics; Moodle

中文翻译：

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将 MOODLE 整合到课堂中，以更好地理解数学中的函数

许多南非教育机构正在将学习管理系统 (LMS) 应用到他们的日常教学和学习实践中。西开普教育部试行了模块化面向对象动态学习环境 (Moodle)，这是一种用于改进教学和学习的 LMS。此处报告的研究目的是确定 Moodle 是否提高了 10 年级学习者对数学主题、函数的概念理解。该研究调查了两个类别；一个依赖于传统的粉笔和谈话教学方法（控制），另一个暴露于 Moodle（实验）。研究发现，学习者通过利用嵌入在 Moodle 中并在社会建构主义理论框架内的资源来构建自己的知识。部署了一个混合电子学习框架；学习者通过与计算机交互获得知识。使用在线调查和测试来监控交互并记录结果。采用准实验设计来比较各组。对比较进行统计分析。结果表明，Moodle LMS 中的功能有助于提高对数学函数的概念理解。关键词：建构主义；数字技术；职能; 数学; 表情包 数字技术；职能; 数学; 表情包 数字技术；职能; 数学; 表情包