Threshold concepts vs. Tricky topics: exploring the causes of student ́s misunderstandings with the problem distiller tool.

Inhalt

Literaturnachweis - Detailanzeige

Trefferliste

Autor/Urheber	Cruz, Sara Maria Alves; Lencastre, José Alberto; Coutinho, Clara Pereira; Clough, Gill; Adams, Anne
Titel	Threshold concepts vs. Tricky topics: exploring the causes of student ́s misunderstandings with the problem distiller tool.
Quelle	Aus: Cruz, S., Lencastre, J. A., Coutinho, C., Clough, G., & Adams, A. (2016). Threshold Concepts Vs. Tricky Topics - Exploring the Causes of Student's Misunderstandings with the Problem Distiller Tool. In James Uhomoibhi, Gennaro Costagliola, Susan Zvacek and Bruce M. McLaren (ed.), Proceedings of CSEDU 2016, 8th International Conference on Computer Supported Education, Volume 1, (pp. 205-215). Rome: SCITEPRESS – Science and Technology Publications.; 978-989-758-179-3; doi:10.5220/0005908502050215. SCITEPRESS – Science and Technology Publications (2016) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
DOI	10.5220/0005908502050215
Schlagwörter	Threshold Concepts; Tricky Topics; Deeper Understanding; Ciências Sociais::Ciências da Educação; Science & Technology; Social Sciences
Abstract	This paper presents a study developed within the international project JuxtaLearn. This project aims to improve student understanding of threshold concepts by promoting student curiosity and creativity through video creation. The math concept of 'Division', widely referred in the literature as problematic for students, was recognised as a 'Tricky Topic' by teachers with the support of the Tricky Topic Tool and the Problem Distiller tool, two apps developed under the JuxtaLearn project. The methodology was based on qualitative data collected through Think Aloud protocol from a group of teachers of a public Elementary school as they used these tools. Results show that the Problem Distiller tool fostered the teachers to reflect more deeply on the causes of the students' misunderstandings of that complex math concept. This process enabled them to develop appropriate strategies to help the students overcome these misunderstandings. The results also suggest that the stumbling blocks associated to the Tricky Topic 'Division' are similar to the difficulties reported in the literature describing Threshold Concepts. This conclusion is the key issue discussed in this paper and a contribution to the state of the art. ; The research leading to these results has received funding from the European Community's Seventh Framework Programme (FP7/2007-2013) under grant agreement no. 317964 JUXTALEARN. We would like to thank the interviewed teachers for their collaboration.
Erfasst von	BASE - Bielefeld Academic Search Engine