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Dynamic software, task solving with or without guidelines, and learning outcomes
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Department of Mathematics Education, University of Dalarna, Falun. (LICR)
Umeå University, Faculty of Social Sciences, Department of applied educational science.
2018 (English)In: Technology, Knowledge and Learning, ISSN 2211-1662, E-ISSN 2211-1670Article in journal (Refereed) Epub ahead of print
Abstract [en]

The present study contributes to knowledge about how to design tasks that benefit from dynamic software in math education, comparing practice performance and learning outcomes among 129 students practicing on two different task designs using GeoGebra. The task designs differed with respect to the presence or absence of guidelines on how to solve the task. One student group practiced on the guided task while the other student group practiced on the unguided task, and 1 week later a posttest was conducted. Data were statistically analyzed and showed significant differences with regard to success during practice for students solving the guided task. Among the students who succeeded in solving the task (guided or unguided) during practice, however, the analysis showed significant differences in the posttest performance in favor of the unguided students.

Place, publisher, year, edition, pages
Springer, 2018.
Keywords [en]
GeoGebra, Guided and unguided task, Struggle, Reasoning, Learning outcome
National Category
Didactics
Identifiers
URN: urn:nbn:se:umu:diva-143851DOI: 10.1007/s10758-018-9352-5OAI: oai:DiVA.org:umu-143851DiVA, id: diva2:1172749
Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-06-09Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
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Output format
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