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    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.

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    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 Schools and Departments > School of Business, Economics & Informatics > Computer Science and Information Systems
    Depositing User: Administrator
    Date Deposited: 25 Oct 2016 13:23
    Last Modified: 25 Oct 2016 13:23
    URI: http://eprints.bbk.ac.uk/id/eprint/16420

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