Mathematical Level Raising Through Collaborative Investigations with the Computer

Pijls, Monique; Dekker, R.; Hout-Wolters, B.H.A.M. van

doi:10.1023/b:ijco.0000003874.51843.87

Cited by 8 publications

(7 citation statements)

References 6 publications

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“…The students took part in a field experiment on students' collaborative investigations using a computer (see Pijls et al, 2003). The experiment took place in a Montessori school in Amsterdam; the subjects were 16-yearold students who were mainly studying applied mathematics.…”

Section: Methodsmentioning

confidence: 99%

“…The fourth answer is an answer at the conceptual level. In an earlier study (Pijls, et al, 2003), we categorized two stages in the learning process between the perceptual and conceptual level, namely "beginning level raising" 1 and "semi level raising". We defined the former as the beginning of concept building with the help of one's own constructions (as shown in the second answer), while the latter occurs when students seem to master certain concepts, but do not really understand them, and apply them incorrectly (as in the third answer).…”

Section: Learning Mathematicsmentioning

confidence: 99%

“…For each episode, we wanted to establish whether there was a correspondence between learning and the interaction as described in the process model. First, we tried to determine the mathematical level of the utterances (analogous to our previous study (Pijls et al, 2003)) and then coded the utterances with the help of the process model. Both codings were performed with the agreement of two coders.…”

Section: Reconstruction Of the Learning Processmentioning

confidence: 99%

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Reconstruction of a Collaborative Mathematical Learning Process

2007

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The study focused on the interaction between two secondary school students while they were working on computerized mathematical investigation tasks related to probability theory. The aim was to establish how such interaction helped the students to learn from one another, and how it may have hindered their learning process. The assumption was that interaction is beneficial for students if they can perform certain key activities, namely showing, explaining, justifying, and reconstructing their work. Both students attained mathematical level raising. However, the student who explained frequently and criticized himself attained more mathematical level raising than the student who did not explain her work frequently or criticize herself.

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Section: Methodsmentioning

confidence: 99%

Section: Learning Mathematicsmentioning

confidence: 99%

Section: Reconstruction Of the Learning Processmentioning

confidence: 99%

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Reconstruction of a Collaborative Mathematical Learning Process

2007

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“…Pairs were formed by use of the 'middle group-method' (Pijls, Dekker, & Van Hout-Wolters, 2003). First the students were divided into four groups, with high, high/middle, low/middle and low grade point averages, consecutively.…”

Section: Subjectsmentioning

confidence: 99%

Conceptual learning in relation to near and far transfer in the secondary school subject of economics

et al. 2007

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In this study we investigated the effects of two treatments supplementing students' (16 to 18 years of age and in pre-university education) regular course in economics. One treatment, labelled concept treatment, aimed at the solidification of the students' knowledge about economic concepts and their interrelations. The other treatment, labeled context treatment, aimed at the solidification of the connections between economic concepts and practical contexts.The aim of the study was to find out which treatment was most effective in meeting two demands that have been made by educators and advisory boards. The first demand is that students should gain competence in analysing practical problems from an economic perspective. The second demand is that students should be prepared for transfer of what they learned in the lessons to problems that are new to them.We expected that near transfer is reached more readily than semifar transfer. This was the case for the solidification of connections between concepts and contexts. The context condition performed better. It was not the case for the solidification of the concepts which was the aim for the concept treatment. There was no difference in the results on the concept test between the two conditions. As to the assumption that a solid conceptual network is a prerequisite for far transfer, the findings are inconclusive. ; Web site: www.ilo.uva.nl Current theme of research:Cognitive and metacognitive strategies; process measurement; co-operative learning; reasoning in domain learning. ; Web site: www.ilo.uva.nl, www.sco-kohnstamminstituut.uva.nl Current theme of research:Cognitive and metacognitive strategies; process measurement; co-operative learning; reasoning in domain learning.

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“…The findings for these students were the opposite to those for students in preuniversity education and senior general secondary education who chose pure mathematics 1 (Niemiec et al 1996;Prent 1999;PRINT 1998;Schnackenberg 2000). In an earlier study (Pijls et al 2003), we developed collaborative investigation tasks around a computer simulation, which we made very accessible for students in order to motivate them. In this study, we investigated which type of teacher help is most conducive to learning mathematics with these materials.…”

Section: Introductionmentioning

confidence: 99%

Teacher help for conceptual level raising in mathematics

Pijls

Dekker

Hout-Wolters

2007

Learning Environ Res

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A field study with 16-year-old students in senior general secondary education was undertaken with the following research question: ''Do students working in pairs on investigation tasks with the computer attain more conceptual level raising in mathematics when they are supported by a teacher who stimulates their interaction (process help) than when they are supported by a teacher who gives mathematical help (product help)?'' Students in both conditions improved, but the two types of help showed no significant difference in level raising. Also, students in both conditions had serious problems with the learning materials, and wanted the teacher to explain and correct more. For students at this level of education, learning with investigation tasks in small groups appears to be very difficult.

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Mathematical Level Raising Through Collaborative Investigations with the Computer

Cited by 8 publications

References 6 publications

Reconstruction of a Collaborative Mathematical Learning Process

Reconstruction of a Collaborative Mathematical Learning Process

Conceptual learning in relation to near and far transfer in the secondary school subject of economics

Teacher help for conceptual level raising in mathematics

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