It ain't what you do, it's the way that you do it: investigating the effect of students' active and constructive interactions with fractions representations
Mazziotti, C. and Hansen, A. and Grawemeyer, Beate (2016) It ain't what you do, it's the way that you do it: investigating the effect of students' active and constructive interactions with fractions representations. In: Looi, C.K. and Polman, J.L. and Cress, U. and Reimann, P. (eds.) Proceedings of International Conference of the Learning Sciences, ICLS. International Society of the Learning Sciences (ISLS), pp. 753-760. ISBN 9780990355083.
Abstract
We show that not only the number of fractions representations but also the way how students interact with (multiple) representations is important for their conceptual understanding of fractions. We found that a combination of students' constructive and active interaction (e.g., manipulating and constructing representations) with multiple fractions representations as compared to students' active interaction (e.g., looking at representations) with multiple representations leads to higher conceptual knowledge measured by students' ability to flexibly represent a fraction. Furthermore, students' representational flexibility was correlated with their general learning performance when students' interacted constructively and actively with representations but not when they interacted only actively with representations. In line with the ICAP-framework we conclude that active interactions trigger more intensively attending processes whereas constructive interactions trigger more intensively creating processes and are thus superior to the first kind of students' cognitive engagement with multiple representations. © ISLS.
Metadata
| Item Type: | Book Section |
|---|---|
| Additional Information: | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016; National Institute of Education (NIE), Nanyang Technological University Singapore; Singapore; 20 June 2016 through 24 June 2016; ISSN: 1814-9316 |
| Keyword(s) / Subject(s): | Active interaction; Constructive interaction; Fractions; Learning with representations; Representational flexibility |
| School: | Birkbeck Faculties and Schools > Faculty of Science > School of Computing and Mathematical Sciences |
| Depositing User: | Administrator |
| Date Deposited: | 25 Oct 2016 13:23 |
| Last Modified: | 09 Aug 2023 12:39 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/16420 |
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