Construction of an online learning system for decimal numbers through the use of cognitive conflict strategy

Huang, Tzu-Hua; Liu, Yuan-Chen; Shiu, Chia-Ya

doi:10.1016/j.compedu.2006.03.007

Cited by 41 publications

(24 citation statements)

References 4 publications

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“…For example, if incorrect examples promote deeper reflection on correct concepts (VanLehn, 1999) and change the relative probability of selecting correct over incorrect procedures (Siegler, 2002), incorrect examples are likely being compared to correct ones. However, in past research, incorrect examples were typically presented alone and simultaneous comparison to correct examples has not been supported (e.g., Curry, 2004;Große & Renkl, 2007;Huang et al, 2008). Students may have spontaneously compared incorrect examples to correct examples, but doing so would require good metacognitive skills.…”

Section: Comparison Of Incorrect and Correct Examplesmentioning

confidence: 99%

“…However, research indicates that presenting students with examples of misconceptions can sometimes be beneficial for correcting them and for improving knowledge of correct concepts (Eryilmaz, 2002;Huang, Liu, & Shiu, 2008;Van den Broek & Kendeou, 2008) and procedures (Große & Renkl, 2007;Siegler, 2002). For example, studying incorrect examples and identifying errors in case-based worked examples helped improve medical students' knowledge of diagnostic concepts (Stark, Kopp, & Fischer, 2011).…”

Section: Benefits Of Incorrect Examplesmentioning

confidence: 99%

“…It is important to discover whether exposure to incorrect examples, and not more explanations, was what improved learning. Finally, another study that examined incorrect examples in mathematics did not use random assignment and only measured conceptual knowledge (Huang et al, 2008). Thus, the current study sought to build upon past literature by studying a domain with prevalent misconceptions, prompting for equal amounts of explanation, using random assignment, and measuring both conceptual and procedural knowledge.…”

Section: Current Studymentioning

confidence: 99%

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The effectiveness of using incorrect examples to support learning about decimal magnitude

Durkin

Rittle‐Johnson

2012

Learning and Instruction

204

129

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Section: Comparison Of Incorrect and Correct Examplesmentioning

confidence: 99%

Section: Benefits Of Incorrect Examplesmentioning

confidence: 99%

Section: Current Studymentioning

confidence: 99%

See 1 more Smart Citation

The effectiveness of using incorrect examples to support learning about decimal magnitude

Durkin

Rittle‐Johnson

2012

Learning and Instruction

204

129

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“…Evidências de estudos realizados com alunos a partir do 6º ano (ADAMS et al, 2014;RITTLE-JOHNSON, 2012;HUANG;LIU;SHIU, 2008;TSOVALTZI et al, 2010) reforçam o contributo que um trabalho em torno da análise de situações que envolvem extensões de conhecimentos incorretas pode ter. Não só apontam evidências de melhoria no desempenho dos alunos no que se refere ao trabalho com frações e com numerais decimais, mas também indicam menor incidência da realização de extensões incorretas pelos alunos (ADAMS et al, 2014).…”

Section: Introductionunclassified

Extensões de Conhecimentos na Construção da Compreensão de Numeral Decimal

Morais

Serrazina

2018

Bolema

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ResumoNuma perspectiva de desenvolvimento numérico em que o conceito de número é ampliado à medida que diferentes conjuntos numéricos são abordados, é natural que os alunos recorram aos conhecimentos que têm e os estendam aos novos conjuntos, o que nem sempre conduz a conclusões corretas. Neste sentido, este artigo tem como objetivo compreender que potencialidades têm situações que sugerem extensões de conhecimentos incorretas como meio para promover a construção da compreensão de numeral decimal. Apresentamos parte de um estudo que segue a modalidade de Investigação Baseada em Design, tendo sido realizada uma experiência de ensino onde participaram 25 alunos e a professora titular, no 3º e 4º ano de escolaridade. Neste texto, são analisadas as discussões entre quatro alunos, organizados em pares, em torno de tarefas centradas em três extensões de conhecimentos incorretas. Os resultados evidenciam que as situações propostas promovem o recurso a justificações e contraexemplos, desenvolvendo assim o raciocínio matemático. Os resultados revelam também potencialidades para a construção da compreensão de numeral decimal, nomeadamente a nível da mobilização de modelos, conceitualização da unidade e da compreensão do valor de posição dos algarismos no numeral decimal, em particular de zero.Palavras-chave: Números Racionais. Numerais Decimais. Extensões de Conhecimentos. AbstractConsidering a perspective of numerical development where the concept of number is expanded as different number sets are approached, it's only natural that pupils rely on their knowledge and extend them to the new  Uma versão preliminar deste artigo foi apresentada no 28º Seminário de Investigação em Educação Matemática (APM, 2017).

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“…Computer-Supported Teaching (CST) is a strategy that has been employed lately in teaching processes around the World (Baki, Kösa and Güven, 2011;Gürbüz, Erdem and Fırat, 2012;Huang, Liu and Shiu, 2008;Lazakidou and Retalis, 2010;Liu, Lin and Kinshuk, 2010;Monteserin et al, 2010;Zydney, 2010). CST can be defined as an interactive teaching strategy which is used in organizing the materials in a computer environment, which easily displays them to students and thus, enhances learning.…”

Section: Introductionmentioning

confidence: 99%

Probability Learning in Computer-Supported Collaborative Argumentation (CSCA) Environment

Gürbüz¹,

Erdem²,

Firat³

2015

HUJE

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ABSTRACT:The aim of this study is to determine the effect of Computer-Supported Collaborative Argumentation (CSCA) strategy on probability learning. In this context, computer-supported material which was appropriate for seventh-grade level (aged 13-14) was developed for the teaching of probability. The material was applied to 8 seventh grade students who were divided into two groups, each consisting of four students. Data were gathered from audio and video recordings of students' interactions and researchers' observation records. CSCA strategy helped students remedy their misconceptions and construct probability knowledge meaningfully by arguing. It also presented a learning environment in which students felt relaxed and learned through entertainment. In order for such applications to be effective, current class populations should be lessened, and the learning environments should be designed as appropriate for class discussions.Keywords: Collaborative learning, computer-supported collaborative argumentation (CSCA), interactive learning environments, probability, teaching strategies. ÖZ:Bu çalışmanın amacı, Bilgisayar Destekli İşbirlikli Tartışma (BDİT) stratejisinin olasılık öğrenmeye etkisini incelemektir. Bu bağlamda, 7. sınıf seviyesine uygun olasılık konusunun öğretimi için bilgisayar destekli bir materyal geliştirilmiştir. Bu materyal herbiri dörderli iki gruba ayrılmış sekiz 7. sınıf öğrencisine uygulanmıştır. Veriler, ses ve video kayıt cihazlarından ve araştırmacıların gözlem notlarından elde edilmiştir. BDİT stratejisi yapılan odaklı tartışmalar sayesinde öğrencilerin kavram yanılgılarını gidermeye ve olasılık bilgisini yapılandırmaya yardımcı olmuştur. Ayrıca bu strateji öğrencilere rahat ve eğlenceli bir öğrenme ortamı sunmuştur. Bu tür uygulamaların etkili olması için sınıf mevcutları azaltılmalı ve öğrenme ortamları sınıfça tartışmaya uygun hale getirilmelidir.Anahtar sözcükler: İşbirlikli öğrenme, bilgisayar destekli işbirlikli tartışma (BDİT), etkileşimli öğrenme ortamları, olasılık, öğretme stratejileri.

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Construction of an online learning system for decimal numbers through the use of cognitive conflict strategy

Cited by 41 publications

References 4 publications

The effectiveness of using incorrect examples to support learning about decimal magnitude

The effectiveness of using incorrect examples to support learning about decimal magnitude

Extensões de Conhecimentos na Construção da Compreensão de Numeral Decimal

Probability Learning in Computer-Supported Collaborative Argumentation (CSCA) Environment

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