Using a design-based research methodology to develop and study prompts integrated into GeoGebra to support mathematics learning of gifted students

Azimi, Esmaeil; Jafari, Leila; Mahdavinasab, Yousef

doi:10.1007/s10639-023-11632-9

Cited by 3 publications

(1 citation statement)

References 46 publications

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“…A substantial body of research in special education substantiates the potential merits of employing prompt-based learning methodologies [16], [20]- [22]. In environments catering to learners with cognitive or developmental impairments, this approach has been found particularly invaluable.…”

Section: A Prompt-based Learningmentioning

confidence: 99%

A Visual Prompt-Based Mobile Learning System for Improved Algebraic Understanding in Students With Learning Disabilities

Chang,

Lin

2024

IEEE Access

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This study aims to address the significant learning challenges faced by students with learning disabilities, particularly in mastering algebraic concepts. Traditional rule-based instruction often exacerbates these challenges, highlighting the need for more effective teaching methodologies. While existing literature confirms the effectiveness of both prompt-based learning and computer-assisted instruction in math education, very few studies have looked at combining mobile technology with prompt-based learning approaches for algebra instruction. In response to this gap, we propose a Visual Prompt-Based Mobile Learning Strategy (VPML). This innovative method is specifically designed to enhance the understanding of basic algebra, focusing on linear equations. Utilizing a quasi-experimental design, we conducted a comprehensive 12-week study to assess the impact of VPML on learning outcomes among students with learning disabilities. The results indicate significant improvements in the students' abilities to comprehend and solve linear equations when taught via the VPML strategy. Therefore, this study serves not only as a validation of the VPML approach but also as a meaningful contribution to the ongoing discourse on optimizing educational interventions for students with learning disabilities in algebra.

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Section: A Prompt-based Learningmentioning

confidence: 99%

A Visual Prompt-Based Mobile Learning System for Improved Algebraic Understanding in Students With Learning Disabilities

Chang,

Lin

2024

IEEE Access

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Only gifted students benefit from ICT use at school in mathematics learning

Vargas-Montoya,

Gimenez,

Tkacheva

2023

Educ Inf Technol

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A professional development course inviting changes in preservice mathematics teachers’ integration of technology into teaching: the lens of instrumental orchestration

Tan,

Yuan

2024

Humanit Soc Sci Commun

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Information and Communication Technologies (ICTs) can provide rich learning opportunities in classroom teaching, which requires teachers’ effective instrumental orchestrations. However, there is a lack of research regarding the development of teachers’ instrumental orchestrations. In this study, we designed and implemented a professional development course, aiming to explore whether the course could change preservice mathematics teachers’ instrumental orchestrations. To this end, an analytical framework of instrumental orchestrations within a GeoGebra environment was established. Data were collected from Chinese preservice mathematics teachers, including the videotapes of their simulated lessons, GeoGebra files, written documents, self-reflections, online speaking, etc. In the results, three participants’ changes in instrumental orchestrations were presented as main cases. It was found that the three preservice mathematics teachers’ types of instrumental orchestrations did not change, but the frequencies of those increased significantly. The changes in didactical configurations were mainly reflected in the layout of GeoGebra, and the changes in exploitation modes were mainly manifested in the techniques teachers use and the management of mathematics tasks. In addition, it was revealed that theoretical support (instrumental approach), technical support (knowledge about using GeoGebra), and community support (“Same Content Different Designs” activity and communicating and discussing with others) were useful course elements inviting changes in instrumental orchestrations. In this regard, this study contributes to providing a promising professional development course that can be used in teacher training so as to improve teachers’ instrumental orchestrations.

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Using a design-based research methodology to develop and study prompts integrated into GeoGebra to support mathematics learning of gifted students

Cited by 3 publications

References 46 publications

A Visual Prompt-Based Mobile Learning System for Improved Algebraic Understanding in Students With Learning Disabilities

A Visual Prompt-Based Mobile Learning System for Improved Algebraic Understanding in Students With Learning Disabilities

Only gifted students benefit from ICT use at school in mathematics learning

A professional development course inviting changes in preservice mathematics teachers’ integration of technology into teaching: the lens of instrumental orchestration

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