Literaturnachweis - Detailanzeige
| Autor/inn/en | Silva, Ricardo; Martins, Fernando; Costa, Cecília; Cravino, José; Lopes, Joaquim Bernardino |
|---|---|
| Titel | Learning Scenario to Promote Comprehension of the Meaning of Subtraction |
| Quelle | In: Education Sciences, 11 (2021), Artikel 757 (16 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Silva, Ricardo) ORCID (Martins, Fernando) ORCID (Costa, Cecília) ORCID (Cravino, José) ORCID (Lopes, Joaquim Bernardino) |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2227-7102 |
| Schlagwörter | Vignettes; Comprehension; Concept Formation; Mathematical Concepts; Manipulative Materials; Scaffolding (Teaching Technique); Individualized Instruction; Mathematics Instruction; Instructional Effectiveness; Subtraction; Virtual Classrooms; Elementary Education; Preservice Teacher Education; Preservice Teachers; Cooperative Learning; Self Management; Foreign Countries; Portugal |
| Abstract | The integration of virtual manipulatives in classroom practices facilitates student learning processes. For this, the teacher must understand how to support students in establishing mathematical connections between the manipulation and their interpretations of the representations. We present a learning scenario that integrates the use of virtual manipulatives in mathematical modelling tasks. It was designed and implemented during initial teacher training, with the aim of helping a group of first-year elementary school students to overcome difficulties identified in their comprehension of the meaning of subtraction. The research, following the principles of design-based research, included three distinct moments: an individual written pre-test, an intervention phase with six micro-cycles, and an individual written post-test. The analysis of the collected data--audio, screen recordings, and written productions--allowed us to identify the most influential structural characteristics of the learning scenario: mathematical communication, collaborative learning, self-regulation, and co-regulation of learning. Our results suggest that differentiated instruction, minimal guidance, and scaffolding played an important role in the support provided by the pre-service teacher to students in the mathematical modelling activities that integrated virtual manipulatives. (As Provided). |
| Anmerkungen | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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