Abstract The learning process of constructing concepts in mathematics can be supported by visualization in graphical, numerical, and symbolic representations. However, previous research suggests that students have not fully taken advantage of the opportunities provided by these technologies. Two key factors, including mathematics conception and mathematics study approaches differentially used such technologies and consequently promote the quality of mathematics education. We hypothesized that these key factors play a key role in this shortcoming. A survey of 442 high school students from Iran was conducted to examine the hypotheses through structural equation modeling. Results confirmed that mathematics conception and mathematics study approaches were associated with students’ experiences and evaluations of using supportive digital technologies in mathematics learning. Moreover, mathematics study approaches mediated the relationship between mathematics conception and students’ experiences and evaluation of using these digital technologies. These findings explain how mathematics conception contributes to learning experiences when students use such digital technologies.

中文翻译：

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研究方法在数学认知与数字技术经验之间的中介作用

摘要可以通过图形，数字和符号表示形式的可视化来支持数学概念构建的学习过程。但是，以前的研究表明，学生没有充分利用这些技术提供的机会。数学概念和数学研究方法这两个关键因素以不同的方式使用了这些技术，从而提高了数学教育的质量。我们假设这些关键因素在此缺点中起着关键作用。对来自伊朗的442名高中生进行了一项调查，以通过结构方程模型检验假设。结果证实，数学概念和数学学习方法与学生在数学学习中使用支持性数字技术的经验和评估相关。此外，数学研究方法介导了数学概念与学生的经验和使用这些数字技术的评估之间的关系。这些发现解释了当学生使用这样的数字技术时，数学概念如何有助于学习体验。