![]() Klasen, Lisa ![]() ![]() ![]() 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 ▲] Detailed reference viewed: 60 (13 UL)![]() Dording, Carole ![]() ![]() ![]() Scientific Conference (2020, November 12) In our project, we investigate the scientific validity of a specific self-built Adaptive Learning Tool in the field of dynamic geometry with a particular focus on the individual learning pathways of a ... [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 particular focus on the individual learning pathways of a highly diverse student population. 164 children of Luxembourg elementary schools, aged between 10 and 13 years, acted as test-group and explored elementary geometric concepts in a sequence of learning assignments, created with the dynamic mathematics system GeoGebra 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 of 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. Short videoclips aim at helping the children to better understand any task in case of need and can be watched voluntarily. Furthermore, a spaced repetition feature is another highly useful component. Pre- and post-test results show that the test-group, working with GeoGebraTAO, and a parallel working control-group, following a traditional paper-and-pencil geometry course, increased their geometry skills and knowledge through the training program; the test-group performed 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 GeoGebraTAO activities, provides evidence of some common ways of working with our dynamic geometry tool, leading to overall improvement at an individualized level. [less ▲] Detailed reference viewed: 113 (23 UL)![]() Dording, Carole ![]() 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 ▲] Detailed reference viewed: 257 (57 UL)![]() Kreis, Yves ![]() ![]() ![]() in Ladel, Silke; Knopf, Julia; Weinberger, Armin (Eds.) Digitalisierung und Bildung (2018) In diesem Beitrag stellen wir die Integration der Dynamischen-Mathematik-Software GeoGebra in die technologiebasierte Assessment-Plattform TAO vor. Diese Kombination von Anwendungen schafft neue Lern- und ... [more ▼] In diesem Beitrag stellen wir die Integration der Dynamischen-Mathematik-Software GeoGebra in die technologiebasierte Assessment-Plattform TAO vor. Diese Kombination von Anwendungen schafft neue Lern- und Beurteilungsmöglichkeiten in einem modernen Unterricht: die Lernerfolge im Geometrieunterricht werden, im Vergleich zu einem klassischen Unterricht, gefördert und eventuelle Hindernisse beim Kompetenzerwerb können präzise identifiziert werden. Außerdem wird die Studie im Rahmen des Forschungsprojektes GeoGebraPrim beschrieben, wobei die Versuchsgruppe der 9-jährigen Kinder während ihres Lernprozesses Zugang zur Technologie haben, um mathematische Eigenschaften anhand von dynamischer Geometrie zu entdecken. Im Pre-Test unterscheiden sich die Versuchs- und Kontrollgruppe kaum. Die Versuchsgruppe erlangt allerdings signifikant bessere Resultate in den beiden Post-Tests sowie erstklassige Resultate in dem TBA-Test. [less ▲] Detailed reference viewed: 216 (22 UL)![]() Dording, Carole ![]() ![]() 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 ▲] Detailed reference viewed: 46 (5 UL)![]() Dording, Carole ![]() ![]() Scientific Conference (2016, March 08) Detailed reference viewed: 45 (3 UL)![]() Dording, Carole ![]() ![]() 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 ▲] Detailed reference viewed: 48 (2 UL)![]() ![]() Kreis, Yves ![]() ![]() ![]() Scientific Conference (2010, June 30) 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 59 children of 9 years have participated; about half of them have followed a traditional paper/pencil geometry course while the others have been mixing experiences on the computer to the traditional ones. In last years presentation we have given a short overview of the project, explained the educational and technological concepts used and presented first results of the study. This year we will present the outcomes of the project based on statistical analysis of the children's answers comparing the different questions/tests as well as our observations during class. [less ▲] Detailed reference viewed: 36 (4 UL)![]() Kreis, Yves ![]() ![]() 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 ▲] Detailed reference viewed: 67 (4 UL)![]() Kreis, Yves ![]() ![]() ![]() in Lindmeier, Anke M.; Ufer, Stefan (Eds.) Beiträge zum Mathematikunterricht 2010 (2010) In diesem Artikel wird das von der Universität Luxemburg finanzierte For-schungsprojekt GeoGebraPrim – GeoGebra in der Grundschule vorgestellt. Wir geben zuerst einen kurzen Überblick über das ... [more ▼] In diesem Artikel wird das von der Universität Luxemburg finanzierte For-schungsprojekt GeoGebraPrim – GeoGebra in der Grundschule vorgestellt. Wir geben zuerst einen kurzen Überblick über das Forschungsprojekt, er-klären anschließend die angewandten pädagogischen und technologischen Konzepte und stellen schlussendlich einige Resultate vor. [less ▲] Detailed reference viewed: 155 (11 UL)![]() Kreis, Yves ![]() ![]() 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 ▲] Detailed reference viewed: 19 (1 UL)![]() Kreis, Yves ![]() ![]() in Bardini, Caroline; Fortin, Philippe; Oldknow, Adrian (Eds.) et al Proceedings of the 9th International Conference on Technology in Mathematics Teaching (2009) 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 ▲] Detailed reference viewed: 159 (7 UL) |
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