Abstract
Abstract Although digital technology is widely used in education, there is still little explanation on how to design and utilized a digital learning tool to promote conceptual learning. To overcome this gap, we propose the idea of spatial instrumentation as a theoretical framework in designing (or developing) and implementing digital learning tools to promote conceptual understanding of mathematics learning through progressive mathematics. The reason, students can interact rich and meaningful and encourage them to use their basic understanding and intuition to support the learning process. Here, we outline theories that underlie ideas about spatial instrumentation, give examples of digital learning tools developed under these ideas, and show empirical illustrations of how students will interact with learning tools during the conceptualization process.