Tiles, Game, and Coordinate Plane: Exploring Learning Vector Addition through Concreteness Fading

Autor/in	Zhao, Yilang
Titel	Tiles, Game, and Coordinate Plane: Exploring Learning Vector Addition through Concreteness Fading
Quelle	(2023), (158 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-1144-9
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Skills; Grade 8; Middle School Students; Knowledge Level; Intervention; Prior Learning; Mathematical Concepts; Concept Formation; Addition; Algebra; Geometric Concepts; Teaching Methods; Nonverbal Communication + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wissensbasis; Vorkenntnisse; Concept learning; Begriffsbildung; Elementare Geometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation
Abstract	This study explores learning vector addition and demonstrating the understanding of vector addition. Vector addition is a key skill in mathematics and science education, but there is a limited amount of research that focuses on this topic. My study investigates how an instructional design framework "concreteness fading" can be used for learning vector addition and how learners demonstrate their understanding through a constructionist storytelling activity. My research questions are (1) how does "concreteness fading" structure students' sense-making around vector addition? (2) how do gestures interact with "concreteness fading" in shaping students' understanding of vector addition? (3) how might the understanding and skills gained from "concreteness fading" be applied to create stories? In response to these research questions, I designed an intervention that incorporated a physical activity, a computer simulation game, and a worksheet to implement concreteness fading as well as an extra story design and making activity for learning demonstration. I recruited 26 8th graders from a middle school in a large Midwestern city in the United States. By conducting qualitative analysis with grounded theory method and video analysis, I found that (1) concreteness fading fostered students' mathematical sense-making; (2) gestures could establish common ground and show transitional knowledge states; (3) students could incorporate the knowledge from the intervention and their prior knowledge to create stories to show their understanding of vector addition. My study extends the current literature by exploring how concreteness fading can be used to teach a complex mathematical topic and showing how concreteness fading learning outcomes can be displayed through a constructionist storytelling activity. Future research may test the replicability of my findings and extend this framework to other domains. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2024/1/01