A collaborative digital pen learning approach to improving students' learning achievement and motivation in mathematics courses

Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

“…This research will focus on the study of attitudinal and mathematical dimensions. The choice of these dimensions is justified in the analysis of previous works reported from the impact literature, where the influence caused by the application of collaborative learning in the pedagogical development of mathematics is studied [39][40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55]. Therefore, in order to follow the path followed in previous research, we have chosen to make use of these two dimensions.…”

“…The collaborative group requires mainly group projects [31], joint problem solving [32], discussions [33], and study teams [34], among others.Certain studies show that social interactions do not emerge in the moment, but require a period of time in order to develop adequately [35], in addition to prior pedagogical training by teachers [36]. However, among the drawbacks of this method is the possible lack of commitment among the members of the group [37], an aspect that must be taken into account in order to overcome it if success is to be achieved in the training process [38].The collaborative teaching method, which is positively valued by students [39,40], improves interactions and communications among students [41,42]; encourages peer communication; and increases attitude [43], motivation [44], sense of community [45,46], the resolution of activities [47], the state of mind of the student [48], and autonomy [49], actively involving them in their learning process [50].In the area of mathematics, the collaborative method is motivating for students [51], improving their attitude towards the teaching and learning process [52], as well as their competence in problem solving and study skills [53,54], although there is no evidence of improvement in students' grades [55].In addiction, the scientific production that studies collaborative learning in the field of mathematics, there are studies that have shown that this method can improve the conditions for solving mathematical problems [54] or improve the dialectical capacity to explain the different steps taken to solve a problem or to explain the mathematical solutions obtained [51], or that teachers require adequate pedagogical skills to be able to use the collaborative learning, given that, if they do not have them, the method tends to fail [37].…”

“…In the area of mathematics, the collaborative method is motivating for students [51], improving their attitude towards the teaching and learning process [52], as well as their competence in problem solving and study skills [53,54], although there is no evidence of improvement in students' grades [55].…”

The Effect of Collaborative Learning Approach on Students’ Academic Achievement in Turkish Courses in Turkey: A Meta-Analysis Study

“…19. yüzyılın ikinci yarısından sonra ortaya çıkan sosyal bağımlılık, bilişsel gelişim ve davranışçı öğrenme teorileri iş birlikli öğrenme yaklaşımının kuramsal temellerinin gelişimine katkıda bulunmuş ve zengin bir teorik altyapıya sahip olmasını sağlamıştır (Johnson ve Johnson, 2002). Gerçekleştirilen araştırmalar sonucunda da iş birlikli öğrenme yaklaşımının ilkokul, ortaokul, lise ve üniversite düzeyinde öğrenci başarısı üzerinde olumlu yönde etkiye sahip olduğu ortaya konmuştur (Avşar ve Alkış, 2007;Doymuş, Şimşek ve Bayrakçeken, 2004;Huang, Su, Yang ve Liou, 2017;Pattanpichet, 2011;Sharan, 1980;Smith, Hinckley ve Volk, 1991;Stevens ve Slavin, 1995;Sung ve Hwang, 2013). İş birlikli öğrenme yaklaşımının öğrencilerin akademik başarıları üzerindeki olumlu etkisi temel dil becerilerinin geliştirilmesi kapsamında gerçekleştirilen araştırmaların (Ezell, Kohler, Jarzynka ve Strain, 1992;Ghaith, 2003;Henry, Castek, O'Byrne ve Zawilinski, 2012;Hitchcock, Dimino, Kurki, Wilkins ve Gersten, 2011;Philippakos ve MacArthur, 2016) sonuçlarında da kendisini göstermiştir.…”

Students’ Attention when Using Touchscreens and Pen Tablets in a Mathematics Classroom

“…Research has suggested that touchscreens have a more direct relationship between a user's hand movements and the on-screen effects than a mouse or keyboard (Romeo, Edwards, McNamara, Walker, & Ziguras, 2003). In addition, in the last decade, several educators have attempted to use pen-based technologies to support student learning, particularly in mathematics classrooms (e.g., Cantu, Phillips, & Tholfsen, 2008;Huang, Su, Yang, & Liou, 2017;Koile & Rubin, 2015), as digital pen technology can support students in writing equations or drawing mathematical representations. Little research, however, has examined individual students' attention while using either touchscreens or pen tablets in a mathematics classroom.…”