The impact of using multiple modalities on students’ acquisition of fractional knowledge: An international study in embodied mathematics across semiotic cultures

Chahine, Iman C.

doi:10.1016/j.jmathb.2013.04.004

Cited by 21 publications

(12 citation statements)

References 17 publications

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“…To track the development of participants' reasoning, the video of two voluntary participants performing EBIC tasks was segmented and analyzed inductively. The utterances, actions, and inscriptions of the two voluntary participants were examined together for utmost cogency in the interpretation (Arzarello et al, 2009;Chahine, 2013;Edward & Robutti, 2014). A consensus among the researchers about participants' responses was also obeyed to establish consistency and the credibility of the conclusions.…”

Section: Discussionmentioning

confidence: 99%

Capturing Conceptual Development through the Embodied-Based Experience in Infinite Sets Comparison

Cherdsak¹,

Nokkaew²,

Wongkia³

2019

INT J INSTRUCTION

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Designing pedagogical experience to serve as groundwork on which to build an understanding of abstract concepts is a challenging mission for educators. Much research has found that embodied activities could facilitate conceptual metaphor for students to understand such concepts. This study has captured the trajectory of reasoning occurred during the embodied-based experience designed for the infinity concept. The participants, 42 secondary students who had never been exposed to the formal concept of infinity, passed through a designed series of making-sense tasks, so called the Embodied-Based Activity of Infinite Sets Comparison (EBIC). The EBIC intervention was conducted in 2 phases; (i) careful observation of 2 voluntary students, and (ii) integration for 40-classroom practice. The first phase was to examine the students' conceptual development through their utterances, actions and inscriptions. Open-ended questions were used to capture the students' insights and reasoning in the second phase. The qualitative data was collected and mined to associate pairability and Cantor's metaphor. The finding showed the reasoning trajectory of some participants and the shift from improper reasoning to 1-1 correspondence pairing of countably infinite sets. This mathematical thinking shift was a consequence of conceptual embodiment, outlining the analysis of the embodied-based experience to develop abstract reasoning.

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Section: Discussionmentioning

confidence: 99%

Capturing Conceptual Development through the Embodied-Based Experience in Infinite Sets Comparison

Cherdsak¹,

Nokkaew²,

Wongkia³

2019

INT J INSTRUCTION

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“…As a mathematics educator for more than three decades, I have seen that one of the problems that children face when dealing with the formal school system is the difficulty of translating from different representation systems. In order to engage in self-directed problem-solving, children need to employ multiple modalities in representing the problem situation (Chahine 2013) and be able to translate within and between representations, that is, from the verbal to the written, from words to symbols, from the concrete to the abstract and from the informal to the formal.…”

Section: Approaches To Self-directed Problem-solvingmentioning

confidence: 99%

The promotion of selfdirected learning through the African philosophy of Ubuntu

Toit-Brits¹,

Blignaut²,

Mzuza³

2021

NWU Self-Directed Learning Series

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“…Educational technologies, which provide independent work of students, are based upon the online task representation, registration of the tutor activity and automatic calculation of successfulness and efficacy of the studying. The possibility of contactless assessment of the structure of studying activities plays an important role [3,4,5].…”

Section: Introductionmentioning

confidence: 99%

“…The main role belongs to the assessment of a student's knowledge using the standardized tests and situational tasks [4,9]. Besides general effectiveness of the study, the registration of behavioral parameters, such as time a student needs need to answer one question of the open and closed tests, quality of work and the number of switches between them [10] is also required [3,7,11,12].…”

Section: Introductionmentioning

confidence: 99%

Assessment of the independent work efficacy of natural sciences students

et al. 2021

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The present article describes an approach for assessment of efficacy of independent work of students, studying natural sciences, using the digital technologies. Tasks were fulfilled in the Moodle electronic medium and consisted of answering the questions of the closed-type questionnaire, as well as writing answers to the questions of the Tests. We assessed time required for a student to write the answer to one question, number and correctness of the terms used and the level of plagiarism. These parameters were considered to be the effective markers to assess the level of student's knowledge during the standard test fulfillment. Key words: computer-based testing, independent work efficacy, test, terms, plagiarism level.

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The impact of using multiple modalities on students’ acquisition of fractional knowledge: An international study in embodied mathematics across semiotic cultures

Cited by 21 publications

References 17 publications

Capturing Conceptual Development through the Embodied-Based Experience in Infinite Sets Comparison

Capturing Conceptual Development through the Embodied-Based Experience in Infinite Sets Comparison

The promotion of selfdirected learning through the African philosophy of Ubuntu

Assessment of the independent work efficacy of natural sciences students

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