Mathematical Strategies and Emergence of Socially Mediated Metacognition within a Multi-Touch Dynamic Geometry Environment

Autor/inn/en	Hegedus, Stephen J.; Otálora, Yenny
Titel	Mathematical Strategies and Emergence of Socially Mediated Metacognition within a Multi-Touch Dynamic Geometry Environment
Quelle	In: Educational Studies in Mathematics, 112 (2023) 2, S.289-307 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hegedus, Stephen J.) ORCID (Otálora, Yenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-022-10170-4
Schlagwörter	Elementary School Students; Grade 4; Learning Strategies; Cooperative Learning; Problem Solving; Computer Uses in Education; Computer Software; Mathematics Skills; Metacognition; Mathematics Activities + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Problemlösen; Computernutzung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Our research aimed to investigate the potential learning benefits to young children of implementing digital interactive multimodal technologies that provide both visual and haptic experiences in elementary mathematics classrooms. We studied the ways in which fourth-grade students collaboratively create collective strategies for solving mathematical problems utilizing dynamic geometry software with multi-touch interfaces, a combination we call a "multi-touch Dynamic Geometry Environment." We examine in-depth two case studies each illustrating how mathematical strategies, collaboration, and socially mediated metacognition emerge in the small groups of children while working on an activity using the Geometer's Sketchpad® on the iPad to make sense of an intuitive idea of covariation. We found that children's interactions with their peers, the interviewer, and the mDGE favored the emergence of varied collaborative behaviors and socially mediated metacognitive processes that fostered the co-construction and development of mathematical strategies over a short period of time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01