Learning Mathematics with E-Exercises: A Case Study about Proportional Reasoning

Autor/in	Gueudet, Ghislaine
Titel	Learning Mathematics with E-Exercises: A Case Study about Proportional Reasoning
Quelle	In: International Journal for Technology in Mathematics Education, 14 (2007) 4, S.69-82 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Learning Processes; Cognitive Development; Mathematics Instruction; Case Studies; Mathematical Concepts; Foreign Countries; Grade 6; Internet; Teaching Methods; Electronic Learning; Educational Technology; Elementary School Mathematics; Mathematics Activities; Mathematics Materials; Mathematics Skills; Computer Assisted Instruction; France + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Kognitive Entwicklung; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Elementare Mathematik; Schulmathematik; Mathematische Tafel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Computer based training; Computerunterstützter Unterricht; Frankreich
Abstract	The aim of this paper is to contribute to the understanding of the possible influence of the use in class of Internet resources which offer mathematical exercises for the students' activity and learning processes. I present an exploratory study grounded on a teaching design set up in two French grade six classes about proportional reasoning involving an e-exercise resource. We adopted a teaching design which used free access for the student to a wide range of exercises, and many written reports associated with the work on the computer. We observe that the students' activity during the experiment is much richer than drill. Students develop different working patterns on the computer. These patterns can be interpreted as consequences of the different roles implicitly attributed by the student to the resource within the didactical contract. We also observe the construction of new mathematical abilities. At the end of the teaching, the students were able to use several kinds of strategies to solve proportionality problems. However the didactical contract is modified by the Internet resource and generates specific difficulties, in particular insufficient written work. (Contains 1 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10