Do learners need semantics to spell syntactic markers? Plural spellings in real vs. pseudowords in a French L2 setting

in Reading and Writing (2023)

Inaudible syntactic markers are especially difcult to spell. This paper examines how 455 fourth graders spell silent French plural markers in a dictation with real and pseudowords after one year of formal ... [more ▼]

Inaudible syntactic markers are especially difcult to spell. This paper examines how 455 fourth graders spell silent French plural markers in a dictation with real and pseudowords after one year of formal French instruction (L2). The Generalized Linear Mixed Model analysis shows frst that noun plural spelling (real and pseudo) is a strong predictor for verb and adjective plural spelling. Second, the performance on real verb plural is higher than the performance on real adjective plural. In con‑ trast, the performance on pseudoadjective plural is higher than on pseudoverb plural. Our fndings indicate the strong infuence of semantics and frequency in instruction input on plural spelling: noun plural is semantically grounded, and nouns are most frequent in the curriculum. Verbs and verb plural are also frequent, and infection is mostly taught by means of memorizing the verb infection paradigm. Adjectives are taught least frequently. The fndings are discussed in the context of French L2 instruction, as the extremely low results on adjectives and pseudoverbs seem to be a consequence of instruction methods. [less ▲]

GeoGebraTAO: Geometry Learning using a Dynamic Adaptive ICT-Enhanced Environment to Promote Strong Differentiation of Children’s Individual Pathways

Doctoral thesis (2020)

In our project, we investigate the scientific validity of a specific self-built Adaptive Learning Tool in the field of dynamic geometry with a focus on the individual learning pathways of a highly diverse ... [more ▼]

In our project, we investigate the scientific validity of a specific self-built Adaptive Learning Tool in the field of dynamic geometry with a focus on the individual learning pathways of a highly diverse student population. A total of 164 children in Luxembourgish elementary schools, aged between 10 and 13 years, acted as the test group and explored elementary geometric concepts in a sequence of learning assignments created with GeoGebra, a dynamic mathematics system which is integrated into the computer-assisted testing framework TAO. They actively built new knowledge in an autonomous way and at their own pace with only minor support interventions by their teacher. Based on easily exploitable data collected within a sequence of exploratory learning assignments, the GEOGEBRATAO tool analyses the answers provided by the child and performs a diagnostic of the child’s competencies in geometry. With respect to this outcome, the tool manages to identify children struggling with geometry concepts and subsequently proposes a differentiated individual pathway through scaffolding and feedback practices. The children can voluntarily watch short video clips aimed to help them better understand any task that they might have difficulty with. A spaced repetition feature is another highly useful component of the tool. Pre- and post-test results show that the test group (working with the GEOGEBRATAO tool) and a parallel working control group (following a traditional paper-and-pencil geometry course), increased their geometry skills and knowledge through the training program, with the test group performing even better in items related to dynamic geometry. In addition, a more precise analysis within clusters based on similar performances in both pre- and post-tests and the child’s progress within the GEOGEBRATAO activities, provides evidence of some common ways of working with our educational technology tool, leading to overall improvement at an individualized level. [less ▲]

GeoGebraTAO, validation of an adaptive learning environment of dynamic geometry. Source of a differentiation individual pathway of the student?

Scientific Conference (2016, July 26)

In this PhD project, about 250 Luxembourgish children of 10-12 years explore elementary geometric concepts in a sequence of learning activities, created with the dynamic mathematics system GeoGebra ... [more ▼]

In this PhD project, about 250 Luxembourgish children of 10-12 years explore elementary geometric concepts in a sequence of learning activities, created with the dynamic mathematics system GeoGebra integrated into the computer-assisted testing framework TAO. The children, who are active in their learning process, are allowed to build new knowledge in an autonomous way and at their own pace. By means of a snapshot of the stimulus containing useful, easily exploitable data, the computer, a diagnostic tool of the competencies of the children in geometry, interprets the answer offered by the child, and based on this answer, gives relaunch instruction to go off to further explore the concepts. So children with special needs are identified and a differentiation individual pathway is inferred through scaffolding or feedback practices. Comparing the obtained results of a pretest and a posttest will allow us to assess the gained knowledge of the children. [less ▲]

GeoGebraTAO, validation of an Adaptive Learning Environment of dynamic geometry. Source of a differentiation individual pathway of the student?

Poster (2015, November 24)

In this PhD project, about 250 luxembourgish children of 10-12 years explore elementary geometric concepts in a sequence of learning activities, created with the dynamic mathematics system GeoGebra ... [more ▼]

In this PhD project, about 250 luxembourgish children of 10-12 years explore elementary geometric concepts in a sequence of learning activities, created with the dynamic mathematics system GeoGebra integrated into the computer-assisted testing framework TAO. The children, who are active in their learning process, are allowed to build new knowledge in an autonomous way and at their own pace. By means of a snapshot of the stimulus containing useful, easily exploitable data, the computer, a diagnostic tool of the competencies of the children in geometry, interprets the answer offered by the child, and based on this answer, gives relaunch instructions to go off to further explore the concepts. So children with special needs are identified and a differentiation individual pathway is inferred through scaffolding or feedback practices. Comparing the obtained results of a pretest and a posttest will allow us to assess the gained knowledge of the children. [less ▲]

Dynamic mathematics and computer-assisted testing: GeoGebra inside TAO

in Kortenkamp, Ulrich; Pech, Pavel; Dohrmann, Christian (Eds.) et al Proceedings of the Interoperable Interactive Geometry Conference 2010 (2010)

In this article we present the integration of the dynamic mathematics system GeoGebra into the computer-assisted testing framework TAO. One chapter is dedicated to the explanations of the tools involved ... [more ▼]

In this article we present the integration of the dynamic mathematics system GeoGebra into the computer-assisted testing framework TAO. One chapter is dedicated to the explanations of the tools involved as well as their communication. Another one focuses on a small-scale test, explaining the building of such a test, describing its realization as well as the constraints met and reporting on the collected data as well as its possible usage. [less ▲]

GeoGebraPrim - GeoGebra for Primary School

Scientific Conference (2009, July 11)

The aims of the project are on one hand the improvement of the children’s understanding of the elementary geometric concepts and on the other side a deeper insight in the bond of geometry and algebra. The ... [more ▼]

The aims of the project are on one hand the improvement of the children’s understanding of the elementary geometric concepts and on the other side a deeper insight in the bond of geometry and algebra. The study consists in a pre-/post-test scenario combined with observations of particularly interesting situations. All in all approximately 200 children of 9 years will participate; about half of them will follow a traditional paper/pencil geometry course while the others will be mixing experiences on the computer to the traditional ones. So far the existing Dynamic Geometry System GeoGebra has been adapted to the needs of the primary school through multiple observations of children working with the software. Besides it has been integrated into the TAO (Testing Assisté par Ordinateur – Computer-Assisted Testing) platform that will be used partially for the final test. In this presentation we will give a short overview of the project, explain the educational and technological concepts used and present first results of the study. [less ▲]