The effect of explanations on mathematical reasoning tasks

Norqvist, Mathias

doi:10.1080/0020739x.2017.1340679

Cited by 25 publications

(22 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…If this is the case, that the very use of dynamic software can encourage students to become explorative and creative, the task design will consequently have less influence on the learning outcome. However, there is research showing that task design, with respect to the presence or absence of guidance, has a significant influence on students' learning outcomes (Jonsson et al 2014;Norqvist 2017). In line with these results, there is research suggesting that students' use of the explorative and creative potential of dynamic software depends on how the given task is designed (Leung 2011;Joubert 2013).…”

Section: Aim and Hypothesissupporting

confidence: 57%

“…However, the students in the intervention group outperformed the others during the posttest. Norqvist (2017) replicated the study by Jonsson et al (2014), but added explanations to the guided tasks as to why the provided methods would work. The study showed the same results; the guided students were more successful during practice, however, the unguided students outperformed the guided students during posttests.…”

Section: Task Design and Learning Outcomesmentioning

confidence: 64%

“…There are studies comparing learning outcomes from these designs that are in favor of the unguided approach. Didactical situations designed to invite students to learn mathematics by engaging in mathematical reasoning and problem solving, constructing their own methods, are reported as beneficial for learning (Jonsson et al 2014;Norqvist 2017). For teachers, these findings raise questions about task design when introducing dynamic software into classrooms with a view to improving students' learning.…”

Section: Introductionmentioning

confidence: 86%

See 2 more Smart Citations

Dynamic Software, Task Solving With or Without Guidelines, and Learning Outcomes

Olsson

Granberg

2018

Tech Know Learn

View full text Add to dashboard Cite

The present study contributes to knowledge about how to design tasks that benefit from dynamic software in math education, comparing practice performance and learning outcomes among 129 students practicing on two different task designs using GeoGebra. The task designs differed with respect to the presence or absence of guidelines on how to solve the task. One student group practiced on the guided task while the other student group practiced on the unguided task, and 1 week later a posttest was conducted. Data were statistically analyzed and showed significant differences with regard to success during practice for students solving the guided task. Among the students who succeeded in solving the task (guided or unguided) during practice, however, the analysis showed significant differences in the posttest performance in favor of the unguided students.

show abstract

Section: Aim and Hypothesissupporting

confidence: 57%

Section: Task Design and Learning Outcomesmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 86%

See 1 more Smart Citation

Dynamic Software, Task Solving With or Without Guidelines, and Learning Outcomes

Olsson

Granberg

2018

Tech Know Learn

View full text Add to dashboard Cite

show abstract

“…Using such patterns is an indicator of MR (Mason, 2001) and contributes to development of MR (Clarkson, 2004). Norqvist (2018) emphasized the contribution of education to MR through teaching students how to explain rules rather than using those rules directly when learning mathematics.…”

Section: Introductionmentioning

confidence: 99%

Improving Mathematical Reasoning and Mathematics Attitude of Disadvantaged Children in Rural Regions

Erdem¹,

Fırat²,

Gürbüz³

2019

Journal of Computer and Education Research

View full text Add to dashboard Cite

Article Info AbstractThis study aims at examining the effects of an enriched learning environment on improving Mathematical Reasoning (MR) and Mathematics Attitude (MA) of disadvantaged children (11-and 12-yearolds). The participants were 5 th graders (N = 17) and 6 th graders (N = 18) who were studying in a rural school in a province of Turkey. The data were obtained via Mathematical Reasoning Test (MRT), Mathematics Attitude Scale (MAS), and groups argumentation. A Wilcoxon Signed Rank test was used to reveal the pre/post-test differences. Statistical comparisons of the MR and MA were also made by using the tests' mean scores. There is evidence from the environment that the MR of both groups was significantly developed but grade/age did not have a significant effect on MR. The study found that the MA of both groups improved after the intervention, but these improvements were not statistically significant. No significant effect was determined regarding age on the improvement of MA. This research has shown that the MR and MA of children of such disadvantaged rural regions can improve when rich learning environments are designed.

show abstract

“…The purpose of the tasks was to induce either imitative or creative mathematical reasoning [5]. Previous studies have shown that similar task designs fulfill this purpose [6], [7]. Within each task set additional tasks were given with different numbers in the question (e.g., How many matches are needed for 20 squares?…”

Section: Experimental Design Materials and Methodsmentioning

confidence: 99%

Eye-tracking data and mathematical tasks with focus on mathematical reasoning

2019

Self Cite

View full text Add to dashboard Cite

This data article contains eye-tracking data (i.e., dwell time and fixations), Z-transformed cognitive data (i.e., Raven's Advanced Progressive Matrices and Operation span), and practice and test scores from a study in mathematics education. This data is provided in a supplementary file. The method section describes the mathematics tasks used in the study. These mathematics tasks are of two kinds, with and without solution templates, to induce different types of mathematical reasoning.

show abstract

The effect of explanations on mathematical reasoning tasks

Cited by 25 publications

References 37 publications

Dynamic Software, Task Solving With or Without Guidelines, and Learning Outcomes

Dynamic Software, Task Solving With or Without Guidelines, and Learning Outcomes

Improving Mathematical Reasoning and Mathematics Attitude of Disadvantaged Children in Rural Regions

Eye-tracking data and mathematical tasks with focus on mathematical reasoning

Contact Info

Product

Resources

About