Hosein, Anesa; Aczel, James; Clow, Doug and Richardson, John T. E.
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The research investigates how conceptual understanding of mathematics is promoted when using three types of software: black-box (no mathematical intermediate steps shown), glass-box (intermediate steps shown) and open-box (interaction at each intermediate step). Thirty-eight students were asked to think-aloud and give detailed explanations whilst answering three types of tasks: mechanical (mostly procedural), interpretive (mostly conceptual) and constructive (mixture of conceptual and procedural). The software types had no impact on how students answered the mechanical tasks; however students using the black-box did better on the constructive tasks because of their increased explorations. Students with low maths confidence resorted to using real-life explanations when answering tasks that were application related.
|Item Type:||Conference Item|
|Copyright Holders:||2008 The Authors|
|Keywords:||mathematics education; learning; TEL; e-learning; CAL; linear programming; remote observation|
|Academic Unit/Department:||Institute of Educational Technology|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||James Aczel|
|Date Deposited:||18 Nov 2010 12:09|
|Last Modified:||24 Feb 2016 06:22|
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