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Mathematical thinking of undergraduate students when using three types of software

Hosein, Anesa; Aczel, James; Clow, Doug and Richardson, John T. E. (2008). Mathematical thinking of undergraduate students when using three types of software. In: The 11th International Congress on Mathematics Education, 06-13 Jul 2008, Monterrey, Mexico.

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Abstract

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)
Item ID: 24543
Depositing User: James Aczel
Date Deposited: 18 Nov 2010 12:09
Last Modified: 24 Feb 2016 06:22
URI: http://oro.open.ac.uk/id/eprint/24543
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