Using Crises, Feedback, and Fading for Online Task Design

Autor/in	Bokhove, Christian
Titel	Using Crises, Feedback, and Fading for Online Task Design
Quelle	In: PNA, 8 (2014) 4, S.127-138 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1886-1350
Schlagwörter	Task Analysis; Design; Feedback (Response); Mathematical Models; Problem Solving; Cognitive Processes; Difficulty Level; Equations (Mathematics); Formative Evaluation; Summative Evaluation; Case Studies; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Mathematical model; Mathematisches Modell; Problemlösen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Equations; Mathematics; Gleichungslehre; Case study; Fallstudie; Case Study; Ausland; Niederlande
Abstract	A recent discussion involves the elaboration on possible design principles for sequences of tasks. This paper builds on three principles, as described by Bokhove and Drijvers (2012a). A model with ingredients of crises, feedback and fading of sequences with near-similar tasks can be used to address both procedural fluency and conceptual understanding in an online environment. Apart from theoretical underpinnings, this is demonstrated by analyzing a case example from a study conducted in nine schools in the Netherlands. Together with quantitative results of the underlying study, it is showed that the model described could be a fruitful addition to the task design repertoire. (As Provided).
Anmerkungen	Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna@ugr.es; Web site: http://www.pna.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01