Reconstruction of a Collaborative Mathematical Learning Process

Pijls, Monique; Dekker, R.; Hout-Wolters, Bernadette van

doi:10.1007/s10649-006-9051-3

Cited by 25 publications

(17 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The one teacher who did do so insisted (in a wholeclass discussion) on further explanation of the misunderstanding, instead of reconstruction by "the right answer." The phenomenon whereby students adopt an (other) answer from a peer without explaining it was observed by others, for instance when students consider their peers as experts (Amit and Fried 2005;Pijls et al 2007a). A further observation by Ding et al (2007) was that two of the six teachers intensively stimulated the students to explain their work to each other, but that the majority mainly focussed on individual student questions (even during group work) and hence missed opportunities for encouraging peers to perform key activities.…”

Section: Daily Practice In Mathematics Educationmentioning

confidence: 82%

Students discussing their mathematical ideas: the role of the teacher

Pijls¹,

Dekker

2011

Math Ed Res J

Self Cite

View full text Add to dashboard Cite

This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss their work with each other in the daily practice of their mathematical lessons. In response to this question the teachers devised three different approaches to encourage student discourse. One of the teachers chose to experiment with another setting to perform mathematical tasks that involved students working together on a group test. The second teacher experimented with a new kind of help when students were working on their maths tasks and asked for assistance. The third created a new setting in which the teacher (temporarily) did not provide mathematical hints and the students had to solve their own problems. The three teachers were very motivated, but they all had difficulties in not giving explanations themselves when supporting their students in their collaborative mathematical learning. They found that temporarily diminishing their product help stimulated discussion between students. It also became clear that the process of teacher reflection and follow-up discussions with the researcher/observers promoted changes of practice.

show abstract

Section: Daily Practice In Mathematics Educationmentioning

confidence: 82%

Students discussing their mathematical ideas: the role of the teacher

Pijls¹,

Dekker

2011

Math Ed Res J

Self Cite

View full text Add to dashboard Cite

show abstract

“…One explanation put forward by Clarke et al (2017) is the presence of a threshold effect; suggesting that practicing desired behaviors beyond a certain point is largely redundant. However, an alternative explanation relates to the observation that students learn mathematics through opportunities to construct their understanding in a social context, such as through peer-to-peer interactions (Kieran, 2001;Pijls, Dekker, & Van Hout-Wolters, 2007;Zakaria, Chin, & Daud, 2010).…”

Section: The Social-cognitive Rationale: Principlementioning

confidence: 99%

Re-enfranchising Mathematically-alienated Students: Teacher and Tutor Perceptions of the Getting Ready in Numeracy (G.R.I.N.) Program

Kalogeropoulos

Russo

Sullivan

et al. 2019

INT ELECT J MATH ED

View full text Add to dashboard Cite

This paper outlines a tutoring initiative intended to re-engage students who have become alienated from mathematics class at school. The initiative is focused on priming students for their subsequent mathematics lessons, and is referred to as "Getting Ready in Numeracy" (G.R.I.N.). Following a discussion outlining the principles of G.R.I.N., data from interviews with G.R.I.N. tutors and classroom teachers are presented. Findings suggest that participating in G.R.I.N. enhanced student engagement in mathematics and helped foster a growth mindset. Analysis of interviews also revealed some of the challenges associated with the initiative, in particular, issues relating to communication and coordination, such as: understanding the purpose of G.R.I.N., timetabling, planning and having sufficient students in the target group. In addition, in some instances, tensions between the professional and pedagogical expertise of the G.R.I.N. tutor and classroom teacher required navigation. Recommendations for mitigating these challenges and tensions are put forward, all of which are reliant on strong leadership and support for the program at the school level.

show abstract

“…Some potential causes for such difficulties might be due to the instructional problems and the student centered problems. The instructional problems might be because of: i) the common teacher centered classroom environments (Bulut, 2001;Gürbüz, 2006), ii) the lack of appropriate instructional materials or the abstractness of prepared materials (Gürbüz, 2006;Pijls, Dekker & Van Hout-Wolters, 2007), iii) the teaching language (i.e. students are taught in a second language in place of their mother-tongue) (Kazıma, 2006), and iv) teachers' lack of sufficient pedagogical content knowledge in teaching probability (Bulut, 2001;Fast, 1997).…”

Section: Issues In the Teaching Of The Probabilitymentioning

confidence: 99%

The Role of Computer-Assisted Instruction in the Teaching of Probability

Gürbüz¹,

Dede²,

Doğan³

2018

HUJE

View full text Add to dashboard Cite

ABSTRACT:This study aimed to analyze the role of computer-assisted instruction (CAI) on students' achievement concerning the subject of 'probability'. The experimental pre-and post-test with control group research design was carried out with 48 seventh grade students by conducting The Probability Achievement Test (PAT) to all groups. Data were analyzed by employing an analysis of covariance (ANCOVA) on post-test scores with a pre-test as the covariate and by calculating effect size values. The results revealed that the CAI was more effective in helping the students develop the probability concepts than was traditional instruction (TI). Specifically, this study highlights that the CAI tasks that designed for teaching probability were powerful and useful for students to enhance their understanding of important concepts of mathematics and might be used as a new and better way of teaching probability.Keywords: Mathematics education, teaching/learning strategies, pedagogical issues, probability, computerassisted instruction.ÖZ: Bu çalışma, bilgisayar destekli öğretimin (BDÖ) öğrencilerin olasılık kavramlarını öğrenmelerine etkisini araştırmayı amaçlamaktadır. Bu kapsamda geliştirilen Olasılık Başarı Testi kontrol gruplu araştırma tasarımı ile deney öncesi ve sonrası deney ve kontrol grubundan 48 yedinci sınıf öğrencisine uygulanmıştır. Veriler, kovaryant olarak bir ön test alındıktan sonra puanlar üzerinde bir kovaryans analizi (ANCOVA) yapılarak etki boyutu değerleri hesaplanarak analiz edilmiştir. Sonuçlar bilgisayar destekli öğretimin geleneksel öğretime kıyasla öğrencilerin olasılık kavramlarını geliştirmelerinde daha etkili olduğunu ortaya koymuştur. Bu araştırma, özellikle olasılığın öğretilmesi için tasarlanan bilgisayar destekli öğretim etkinliklerinin, öğrencilerin matematikteki kavramsal anlamalarını geliştirmeleri için güçlü ve faydalı olduğu ve etkili öğretim için daha iyi bir yol olabileceği söylenebilir.Anahtar sözcükler: Matematik eğitimi; öğretim/öğrenme stratejileri; pedagojik konular; olasılık; bilgisayar destekli öğretim.

show abstract

Reconstruction of a Collaborative Mathematical Learning Process

Cited by 25 publications

References 13 publications

Students discussing their mathematical ideas: the role of the teacher

Students discussing their mathematical ideas: the role of the teacher

Re-enfranchising Mathematically-alienated Students: Teacher and Tutor Perceptions of the Getting Ready in Numeracy (G.R.I.N.) Program

The Role of Computer-Assisted Instruction in the Teaching of Probability

Contact Info

Product

Resources

About