Investigating Student Use of Electronic Support Tools and Mathematical Reasoning

Autor/inn/en	Higgins, Kristina N.; Crawford, Lindy; Huscroft-D'Angelo, Jacqueline; Horney, Mark
Titel	Investigating Student Use of Electronic Support Tools and Mathematical Reasoning
Quelle	In: Contemporary Educational Technology, 7 (2016) 1, S.1-24 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Mathematical Logic; Mathematics Instruction; Technology Uses in Education; Educational Technology; Grade 3; Grade 4; Grade 5; Elementary School Students; Private Schools; Teaching Methods; Interviews; Formative Evaluation; Statistical Analysis; Pretests Posttests; Nonparametric Statistics; Texas + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Private school; Privatschule; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Statistische Analyse
Abstract	Mathematical reasoning involves comprehending mathematical information and concepts in a logical way and forming conclusions and generalizations based on this comprehension. Computer-based learning has been incorporated into classrooms across the country, and specific aspects of technology need to be studied to determine how programs are influencing student reasoning and learning. This article explores how one aspect of computer-based learning, electronic support tools (ESTs), influences students' mathematical reasoning over the course of an online supplemental mathematics program, the Math Learning Companion (MLC). Students in Grades 3, 4, and 5 (N = 31) from two private schools participated in MLC, and their reasoning was assessed before and after participating in the program. EST use was measured by using frequency counts for each tool. Results describe students' tool use and reflect an overall change in their reasoning over the course of the intervention, indicating that students use ESTs as needed to individualize the learning program. Students specifically used ESTs as needed to improve their mathematical reasoning, their correctness of response, and their mathematical explanations of their answers over the course of the intervention. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01