The Area Enclosed by a Function Is Not Always the Definite Integral: Relearning through Collaborative Transitioning within a Learning-Support Module

Autor/inn/en	Kontorovich, Igor'; Locke, Kim
Titel	The Area Enclosed by a Function Is Not Always the Definite Integral: Relearning through Collaborative Transitioning within a Learning-Support Module
Quelle	In: Digital Experiences in Mathematics Education, 9 (2023) 2, S.255-282 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kontorovich, Igor')
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2199-3246
DOI	10.1007/s40751-022-00116-z
Schlagwörter	Mathematics Skills; Calculus; Cooperative Learning; Learning Management Systems; Undergraduate Students; Learning Strategies + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Learning-support system is an umbrella term that we use for digital resources that assign students with mathematical questions and give automatic feedback on the inserted answers. Transitioning between questions and feedback is characteristic to students' work with such systems. We apply the commognitive framework to explore the role of within-system transitions in students' mathematics learning, with a special interest in what we term as "reroutinization"--a process of repeated development of conventional routines to be implemented in already familiar mathematical tasks. The study revolves around a digital module in integral calculus, which was designed to support undergraduates with finding areas enclosed by functions. The data comes from dyads and triads of first-year university students, who collaboratively interacted with the module. The analyses cast light on how transitioning within the module aided students to review familiar routines, amend them, confirm, and solidify the amendments. The transition process was not always linear and contained instances of students cycling back and forth between the assigned questions and feedback messages. We conclude with the discussion on the module's design that afforded reroutinization and suggest paths for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01