Interactive Computer-Supported Learning in Mathematics: A Comparison of Three Learning Programs on Trigonometry

Autor/inn/en	Sander, Elisabeth; Heiß, Andrea
Titel	Interactive Computer-Supported Learning in Mathematics: A Comparison of Three Learning Programs on Trigonometry
Quelle	In: Journal of Educational Computing Research, 50 (2014) 1, S.45-65 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.2190/EC.50.1.c
Schlagwörter	Foreign Countries; Trigonometry; Mathematics Instruction; Comparative Analysis; Secondary School Students; Instructional Effectiveness; Pretests Posttests; Prior Learning; Constructivism (Learning); Learner Controlled Instruction; Interaction; Computer Uses in Education; Measures (Individuals); Mathematics Achievement; Statistical Analysis; Emotional Response; Statistical Distributions; Multivariate Analysis; Germany + Suchen Sie Ihr Suchwort? Ausland; Trigonometrie; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Unterrichtserfolg; Vorkenntnisse; Interaktion; Computernutzung; Messdaten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Emotionales Verhalten; Wahrscheinlichkeitsverteilung; Multivariate Analyse; Deutschland
Abstract	Three different versions of a learning program on trigonometry were compared, a program controlled, non-interactive version (CG), an interactive, conflict inducing version (EG 1), and an interactive one which was supposed to reduce the occurrence of a cognitive conflict regarding the central problem solution (EG 2). Pupils (N = 101) of a "Realschule" all aged 16 or 17, took part in the study. The pupils were assigned to the three groups by chance. Before the learning session, the pupils' prior knowledge and numeric processing capacity was tested. During the learning session (about 45 minutes) each pupil was working with one of the programs. Immediately after the learning session a post-test, testing the pupils' learning performance, and an affect scale were applied. Six weeks later a follow-up testing the learning performance was carried out. In the post-test, the subjects of the EG 1 achieved better results than the other two groups; nevertheless, the difference was not significant. There was a significant interaction effect: the pupils of the EG 1 with high prior knowledge showed a significantly better performance than those with low prior knowledge. Six weeks later the EG 1 achieved significantly better results than the other two groups. There was no longer an interaction effect. The emotions remembered by the three groups were significantly different. The high interest of the pupils of EG 1 was not responsible for the superiority of this group. The results are discussed in regard to classroom instruction and further research studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01