Hosein, Anesa; Aczel, James; Clow, Doug and Richardson, John T. E.
PDF (Version of Record)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|Google Scholar:||Look up in Google Scholar|
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/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|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:||10 Feb 2017 06:47|
|Share this page:|
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.