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Students’ responses to a new generation ILS algebra tutor. (English)
van den Heuvel-Panhuizen, Marja, Proceedings of the 25th conference of the International Group for the Psychology of Mathematics Education. Vol. 3. ,. 439-446 (2001).
This study reports on the quality of discourse between pairs of students and a new generation ILS and uses this discourse to explain some of the successes of such programs. Split image video recordings were analysed to provide a rich set of data. The quality of cognitive scaffolding provided by the ILS and the social discourse that developed between pairs appeared to foster the learning of algebra by some students. The nature of the discourse between the students and the technology and among students differed. For some students the cognitive and social scaffolding was inadequate and resulted in limited time on task. The study has impactions for the role of teachers in classrooms where such technology is the primary stimulus material. (orig.)
Classification: U50
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