Virtual Algebra Tiles: A Pedagogical Tool to Teach and Learn Algebra through Geometry

Autor/inn/en	Garzón, Juan; Bautista, Julián
Titel	Virtual Algebra Tiles: A Pedagogical Tool to Teach and Learn Algebra through Geometry
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 6, S.876-883 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garzón, Juan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12296
Schlagwörter	Teaching Methods; Computer Simulation; Case Studies; Algebra; Mathematics Instruction; Engineering Education; Difficulty Level; Learning Processes; Educational Resources; Shared Resources and Services; Experimental Groups; Control Groups; Retention (Psychology); Instructional Effectiveness; Computer Assisted Instruction; College Students; Effect Size; Geometry + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Case study; Fallstudie; Case Study; Mathematics lessons; Mathematikunterricht; Ingenieurausbildung; Schwierigkeitsgrad; Learning process; Lernprozess; Bildungsmittel; Gemeinwirtschaft; Merkfähigkeit; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Collegestudent; Geometrie
Abstract	Learning and teaching algebra concepts are frequent problems for both students and teachers alike. Students struggle to learn algebra, and teachers struggle to identify the best way to teach algebra. It is recurrent that teachers use instructional methods that promote memorization, and, consequently, the learning process may prove unsatisfactory. This paper introduces Virtual Algebra Tiles, an open educational resource whose purpose is to enable students to use algebra tiles from a computer to enhance their knowledge of algebra concepts. To evaluate the effectiveness of the system, we designed a case study. The participants were 40 students of engineering degrees who were randomly assigned to experimental or control groups. Results indicate that the system has a large effect size (ES = 0.83, p < 0.001) on learning effectiveness and a promising long-term knowledge retention (ES = 0.79, p < 0.001). Students concluded that this version of algebra tiles is more motivating than other versions, because it is presented in a format that stands natural to them. Students feel more comfortable in virtual environments, and therefore, the learning process becomes a more pleasant task. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01