Constructing Knowledge Via a Peer Interaction in a CAS Environment with Tasks Designed from a Task–Technique–Theory Perspective

Hitt, Fernando; Kieran, Carolyn

doi:10.1007/s10758-009-9151-0

Cited by 30 publications

(12 citation statements)

References 10 publications

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“…Students however, usually engage solely in the activities needed to solve a given problem (Joubert 2013). This is in line with studies that show that the very task design might influence how students use the software (Fahlberg-Stojanovska and Stojanovski 2009;Doorman et al 2007;Hitt and Kieran 2009;Laborde 2001). Leung (2011), for example, points out that for students to benefit from the features of dynamic software, the given task should invite them to explore, reconstruct, and explain mathematical concepts and relations.…”

Section: Task Design and Dynamic Softwaresupporting

confidence: 74%

Dynamic Software, Task Solving With or Without Guidelines, and Learning Outcomes

Olsson

Granberg

2018

Tech Know Learn

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The present study contributes to knowledge about how to design tasks that benefit from dynamic software in math education, comparing practice performance and learning outcomes among 129 students practicing on two different task designs using GeoGebra. The task designs differed with respect to the presence or absence of guidelines on how to solve the task. One student group practiced on the guided task while the other student group practiced on the unguided task, and 1 week later a posttest was conducted. Data were statistically analyzed and showed significant differences with regard to success during practice for students solving the guided task. Among the students who succeeded in solving the task (guided or unguided) during practice, however, the analysis showed significant differences in the posttest performance in favor of the unguided students.

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Section: Task Design and Dynamic Softwaresupporting

confidence: 74%

Dynamic Software, Task Solving With or Without Guidelines, and Learning Outcomes

Olsson

Granberg

2018

Tech Know Learn

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“…The students then have to find the intersection of the set {-3, -2, -1, 0, 1, 2, 3} and the set [ 1 2 ; ∞[. Using CAS does not exclude the presence of non-instrumented techniques as seen in several results from the literature (Hitt & Kieran, 2009;Lagrange, 2005;Pierce, 2001). The noninstrumented techniques might not be part of the praxis, but they can be part of the logos for solving an exercise.…”

Section: Conclusion and Reflectionmentioning

confidence: 99%

What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises

Carlsen

2019

EMP

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We are interested in the potentials and pitfalls of introducing computer algebra systems in lower secondary school, investigating the case of the Faroese Islands. In order to identify what algebraic knowledge is tested in the final written exam in mathematics after the ninth grade, and how this would change if computer algebra systems were allowed at that exam, we analyse all exam exercises from the past 10 years in terms of the techniques required to solve the exercises both with and without symbolic tools. The comparison suggests that fundamental algebraic structures may not be learned if students consistently use computer algebra systems for the tasks given in the exam

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“…Extensive research has been done on the use of the graphing calculator as a mathematics learning tool [30], [31]. There is a need to do a similar research on the use of an intelligent tutor to learn mathematics.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Learning Mathematics with Intelligent Tutors: Gender Wise Similarity and Differences

Dani¹

2018

IJIET

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Abstract-ALEKS is a web-based intelligent tutoring system, which is used in the higher education institutes to teach post-secondary mathematics courses. The name ALEKS is an acronym for Assessment and Learning in Knowledge Spaces, which indicates that this software provides learning opportunities through frequent formative assessments. The purpose of this paper is to investigate similarities and differences between male and female students' study habits and perceptions about learning mathematics using this intelligent tutoring software. Results of independent samples t-test demonstrated that female students are more organized and follow systematic study habits more often than male students. Also the perceptions about the impact of ALEKS on their learning were found to be different in male and female students.

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Constructing Knowledge Via a Peer Interaction in a CAS Environment with Tasks Designed from a Task–Technique–Theory Perspective

Cited by 30 publications

References 10 publications

Dynamic Software, Task Solving With or Without Guidelines, and Learning Outcomes

Dynamic Software, Task Solving With or Without Guidelines, and Learning Outcomes

What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises

Learning Mathematics with Intelligent Tutors: Gender Wise Similarity and Differences

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