Communication publiée dans un ouvrage (Colloques, congrès, conférences scientifiques et actes)
Fostering process skills with the educational technology software MathemaTIC in elementary schools
Haas, Ben; KREIS, Yves; Lavicza, Zsolt
2020 • In Donevska-Todorova, Ana; Faggiano, Eleonora; Trgalova, Janaet al. (Eds.) Proceedings of the 10th ERME TOPIC CONFERENCE (ETC10) on Mathematics Education in the Digital Age (MEDA)
educational technology; process skills; elementary school; mathematics; problem-solving
Résumé :
[en] This study reports the use of automated tutoring and scaffolding implemented in the
module “arithmetic word problem” in the educational technology software
MathemaTIC in grade 3 (age 8 to 10). We examined 246 students with access to
MathemaTIC and receiving tutoring and scaffolding through a one-to-one learning
setting with this technology. The control group (n=226) had access to the same
learning tasks and worked with paper-and-pencil without MathemaTIC but with their
teachers. Results showed that the experimental group finished with higher outcome
scores than the control group. This paper will outline the study and attempts to explain
these results.
Disciplines :
Education & enseignement
Auteur, co-auteur :
Haas, Ben
KREIS, Yves ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW)
Lavicza, Zsolt
Co-auteurs externes :
yes
Langue du document :
Anglais
Titre :
Fostering process skills with the educational technology software MathemaTIC in elementary schools
Date de publication/diffusion :
17 septembre 2020
Nom de la manifestation :
10th ERME Topic Conference (ETC10) on Mathematics Education in the Digital Age (MEDA)
Organisateur de la manifestation :
Johannes Kepler University
Lieu de la manifestation :
Online, Autriche
Date de la manifestation :
2020-09-16 to 2020-09-18
Manifestation à portée :
International
Titre de l'ouvrage principal :
Proceedings of the 10th ERME TOPIC CONFERENCE (ETC10) on Mathematics Education in the Digital Age (MEDA)
