The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning

Autor/inn/en	Kaplar, Marija; Radovic, Slaviša; Veljkovic, Kristina; Simic-Muller, Ksenija; Maric, Miroslav
Titel	The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 2, S.411-433 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaplar, Marija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10151-8
Schlagwörter	Instructional Materials; Logical Thinking; Problem Solving; Mathematics Instruction; Foreign Countries; Computer Assisted Instruction; Students; Instructional Effectiveness; Mathematics Teachers; Serbia + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Problemlösen; Mathematics lessons; Mathematikunterricht; Ausland; Computer based training; Computerunterstützter Unterricht; Student; Schüler; Schülerin; Studentin; Unterrichtserfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Serbien
Abstract	The purpose of this study is to analyse the effects of the Interactive Learning Materials Triangle (iLMT) on the learning and knowledge retention of 12-year-old students. The iLMT is a digital version of the standard school learning materials in Serbia, and is characterized by a high degree of interactivity and immediate feedback during the learning process. We conducted an experiment to explore whether iLMT influences student success in solving mathematical tasks that require different types of mathematical reasoning. Based on previous extensive research by Lithner, 4 types of tasks are discussed: high relatedness answer, high relatedness algorithm, local low relatedness, and global low relatedness. The study involved 633 students and 13 teachers of mathematics, equally distributed in control and test groups. The main findings indicate that student success on a knowledge test for high relatedness answer and local low relatedness tasks for the test group was significantly higher than for the control group. On the knowledge retention test, students in the test group outperformed students in the control group at high relatedness algorithm and local low relatedness tasks. Our results also suggest that, even when learning materials are carefully digitalized with the use of available technological advantages, student success in global low relatedness tasks may still be lacking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01