From bar diagrams to letter-symbolic algebra: a technology-enabled bridging.
In the Singapore primary school Mathematics curriculum, students are taught the model method that uses bar diagrams to visualize the problem structure in a given word problem. When these students progress to secondary school, they learn the algebraic way of solving word problems. Studies (e.g. Ng et...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 4; pp. 358 - 375 |
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| Autores principales: | , |
| Formato: | equations & formulas pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105343595&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105343595 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2009 vid: 25 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105343595 105343595 2010457816 10.1111/j.1365-2729.2009.00313.x 105343595 ppf: 358 ppct: 17 formats: tig: atl: From bar diagrams to letter-symbolic algebra: a technology-enabled bridging. aug: au: Looi C Lim K affil: Learning Sciences Laboratory, National Institute of Education, Singapore sug: subj: Mathematics Education Software Design Achievement Tests Chi Square Test Child Descriptive Statistics Faculty Attitudes Funding Source Outcomes of Education Schools, Elementary Singapore Teachers Yates' Continuity Correction Human Child: 6-12 years ab: In the Singapore primary school Mathematics curriculum, students are taught the model method that uses bar diagrams to visualize the problem structure in a given word problem. When these students progress to secondary school, they learn the algebraic way of solving word problems. Studies (e.g. Ng et al.) have shown that poor bridging of students from the use of bar diagrams to the use of letter-symbolic algebraic methods can hinder their learning of algebra. We design a software tool 'AlgeBAR' to scaffold the learning of the algebraic process, especially the formulation of equations to support a pedagogy that seeks to help students transit from bar diagrams to algebraic methods. In this paper, we report a cycle of evaluation of the intervention pedagogy by examining a class that uses the software tool as part of a holistic intervention package. This evaluation is in the context of an overall design research approach that sought to address complex problems in real classroom contexts in collaboration with practitioners and to integrate design principles with technological affordances to render plausible solutions. Our findings show that the software tool can be an important enabler of the bridging process. pubtype: Academic Journal doctype: equations & formulas pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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