Exploring quadrilaterals in a small group computing environment

Lai, Kevin; White, Tobin

doi:10.1016/j.compedu.2012.04.006

Cited by 15 publications

(10 citation statements)

References 14 publications

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“…Pace (1991) comments that Piaget clearly tied language to the figurative aspect of knowledge and thus took a definite position against any such necessity of language for thought, while for van Hiele, "without language, thinking is impossible". Lai and White (2012) also suggest that communication and language are important aspects of the van Hiele theory. Clements and Battista (1992) state that the existence of the unique linguistic structures at each level has been supported by other researchers (for example , Mayberry 1983;Burger & Shaughnessy, 1986;Fuys, et al, 1988).…”

Section: The Importance Of Language In the Van Hiele Theorymentioning

confidence: 99%

Geometrical Sense Making: Findings of Analysis Based on the Characteristics of the van Hiele Theory among a Sample of South African Grade 10 Learners

Alex

Mammen

2016

EURASIA J MATH SCI T

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This paper reports on one part of a large study which attempted to identify the linguistic and hierarchical characteristics of van Hiele theory amongst grade 10 learners. The sample consisted of a total of 359 participants from five purposively selected schools from Mthatha District in the Eastern Cape Province of South Africa. The performance of these learners on a written geometry test was analysed. On the basis of the analysis, 30 learners were selected to be the subjects for interviews. This paper focuses on the analysis of the interview transcripts to discern the van Hiele characteristics among learners' geometrical tasks. This paper reports particularly on linguistic and hierarchical characteristics of the van Hiele theory. The ethical requirements were met. The findings from the study affirmed the existence of the linguistic and hierarchic characteristics of the van Hiele theory.

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Section: The Importance Of Language In the Van Hiele Theorymentioning

confidence: 99%

Geometrical Sense Making: Findings of Analysis Based on the Characteristics of the van Hiele Theory among a Sample of South African Grade 10 Learners

Alex

Mammen

2016

EURASIA J MATH SCI T

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“…English and Watters (2005) found that young children are capable of exploring situations beyond those involving simple processes of counts and measures. Furthermore, researchers (e.g., English 2004;Lai & White 2012) have recommended that children receive more exposure to situations where they explore informal notions or where they quantify information, transform quantities, and deal with quantities that cannot be observed. Flum and Kaplan (2006) claimed that explorations engage the learner with the environment through definite actions of gathering and investigating information.…”

Section: Explorationsmentioning

confidence: 99%

“…The study duration was expressed in a common (weeks) metric scale, although some of the studies reported the duration in months or by semesters. The highest sample size of 1,621 students was reported for a study conducted by Roschelle et al (2010), and the lowest sample size of 12 participants was reported by Lai and White (2012). While analyzing the studies from a grade-level point of view, students whose primary level was grade 4 (28%) dominated the pool.…”

Section: Homogeneity Verification and Summary Of Data Characteristicsmentioning

confidence: 99%

The effects of using exploratory computerized environments in grades 1 to 8 mathematics: a meta-analysis of research

Sokolowski

Willson

2015

IJ STEM Ed

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Background: The process of problem solving is difficult for students; thus, mathematics educators have made multiple attempts to seek ways of making this process more accessible to learners. The purpose of this study was to examine the effect size statistic of utilizing exploratory computerized environments (ECEs) to support the process of word problem solving and exploration in grades 1 to 8 mathematics using meta-analysis. Results: The findings of 24 experimental pretest and posttest studies (24 primary effect sizes) published in peer-reviewed journals between January 1, 2000, and December 31, 2013, revealed that exploratory computerized environments produced a moderate effect size (effect size (ES) = 0.60, SE = 0.03) when compared to traditional methods of instruction. A 95% confidence interval around the overall mean-C lower = 0.53 and C upper = 0.66-indicated nonzero population effect and relative precision. A moderator analysis revealed differences among the effects on student achievement between traditional problem solving approaches and ECEs, favoring the latter. Conclusions: The findings highlight the importance of providing students with opportunities to explore applications of mathematics concepts in classroom especially these supported by computers. A discussion of these findings and their potential impact on improving students' mathematical problem-solving skills, along with implications for further research, follows.

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“…The data collected consisted of: (a) a self-report questionnaire adapted from the Motivational Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, García, & McKeachie, 1991, 1993Duncan & McKeachie, 2005); (b) online pre-and post-tests in the form of a quiz to test their problem solving skills; (c) students' reflection journals and (d) teacher's field notes, used in similar nature for other studies (Tan & Saw Lan, 2011;Lai & White, 2012), in which key observations of the students' verbal and physical cues that indicate on motivation were documented by the facilitators throughout the overall process of this session.…”

Section: Instrumentationmentioning

confidence: 99%

Effects of experiential-based videos in multi-disciplinary learning

Jabbar

Ong

Choy

et al. 2013

AJET

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This study examined the use of authentic experiential-based videos in self-explanation activities on 32 polytechnic students' learning and motivation, using a mixed method quasi-experimental design. The control group analysed a set of six pre-recorded videos of a subject performing the standing broad jump (SBJ). The experimental group captured videos of two subjects performing six variations of the SBJ. They then proceeded to analyse those videos as with the control group. All students then attempted a worksheet designed to elicit various levels of principled understanding of the topic on "projectile motion". In addition, data on students' motivation to learn and learning outcomes were measured by using three subscales of the Motivational Strategies for Learning Questionnaire (MSLQ) ― task value, critical thinking, and self-efficacy ― both before and after the intervention. Data were also collected through online pre- and post-tests, classroom observations as well as reflection journals. No significant differences between the experimental and control groups in terms of the post-intervention results were found (p > 0.05). However, the results suggested that use of experiential-based videos and video-based tools may in fact be more beneficial for students who are weaker in critical thinking and self-efficacy, to gain a better understanding of their learning.

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Exploring quadrilaterals in a small group computing environment

Cited by 15 publications

References 14 publications

Geometrical Sense Making: Findings of Analysis Based on the Characteristics of the van Hiele Theory among a Sample of South African Grade 10 Learners

Geometrical Sense Making: Findings of Analysis Based on the Characteristics of the van Hiele Theory among a Sample of South African Grade 10 Learners

The effects of using exploratory computerized environments in grades 1 to 8 mathematics: a meta-analysis of research

Effects of experiential-based videos in multi-disciplinary learning

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