Comparison of black-box, glass-box and open-box software for aiding conceptual understanding

Hosein, Anesa; Aczel, James; Clow, Doug and Richardson, John T. E. (2008). Comparison of black-box, glass-box and open-box software for aiding conceptual understanding. In: Proceedings of the 32nd Annual Conference of the International Group for the Psychology of Mathematics Education (PME 32), 17-21 July 2008, Morelia, Mexico.

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Abstract

Three mathematical software types: black-box (no steps shown), glass-box (steps shown) and open-box (interactive steps) were used by 32 students to solve conceptual and procedural tasks on the computer via remote observation. Comparison of the three software types suggests that there is no difference in the scores that students receive for conceptual understanding tasks. Students using the black-box are more likely to explore answers than students using the glass and open-box software.

Item Type:	Conference Item
Copyright Holders:	2008 The Authors
ISSN:	0771-100X
Keywords:	mathematics education; learning; TEL; e-learning; CAL; cognitive science
Academic Unit/Department:	Institute of Educational Technology
Interdisciplinary Research Centre:	Centre for Research in Education and Educational Technology (CREET)
Related URLs:	http://www.pme32-na30.org.mx(Other) http://lhu.academia.edu/documents/0030/6...(Other)
Item ID:	24542
Depositing User:	James Aczel
Date Deposited:	17 Nov 2010 09:27
Last Modified:	26 Oct 2012 04:35
URI:	http://oro.open.ac.uk/id/eprint/24542

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