Home // International Journal On Advances in Systems and Measurements, volume 11, numbers 3 and 4, 2018 // View article
Authors:
Orit Broza
Yifat Ben-David Kolikant
Keywords: low-achieving students; support-rich environment; computer games; scaffolding; computer-supported collaborative learning.
Abstract:
The paper describes implications from a design-based research in which a rich collaborative, computer-supported learning environment was designed to promote meaningful mathematics among low-achieving students. Fifth-grade students interchangeably solved decimal subtraction tasks with peers in the context of a computer game and simulations, and in discussion sessions led by their teachers, in foursomes. We describe the results of the first round of our design-based research, where we traced three such groups, using observations and interviews. We found that the computer context was both constructive and destructive, in terms of students’ learning. The group discussions did not yield the rich discussions we had hoped for. Yet, overall, the environment was successful because students gained meaningful mathematical knowledge and practiced active, thoughtful, and collaborative socio-mathematical behavior, which is dramatically different from what they were used to.
Pages: 329 to 338
Copyright: Copyright (c) to authors, 2018. Used with permission.
Publication date: December 30, 2018
Published in: journal
ISSN: 1942-261x