Reference : GeoGebraTAO: Geometry Learning using a Dynamic Adaptive ICT-Enhanced Environment to P...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/44694
GeoGebraTAO: Geometry Learning using a Dynamic Adaptive ICT-Enhanced Environment to Promote String Differentiation of Children's Individual Pathways
English
Dording, Carole []
Max, Charles Joseph mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Kreis, Yves mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Latour, Thibaud []
12-Nov-2020
Yes
No
National
LuxERA (Semi-)Virtual Conference 2020
2020-11-11 to 2020-11-12
University of Luxembourg
Online
Luxembourg
[en] 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.
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/44694

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