Interaction Patterns in Exploratory Learning Environments for Mathematics: A Sequential Analysis of Feedback and External Representations in Chinese Schools

Autor/inn/en	Zhang, Jingjing; Gao, Ming; Holmes, Wayne; Mavrikis, Manolis; Ma, Ning
Titel	Interaction Patterns in Exploratory Learning Environments for Mathematics: A Sequential Analysis of Feedback and External Representations in Chinese Schools
Quelle	In: Interactive Learning Environments, 29 (2021) 7, S.1211-1228 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Jingjing) ORCID (Gao, Ming) ORCID (Holmes, Wayne) ORCID (Mavrikis, Manolis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1620290
Schlagwörter	Interaction; Behavior Patterns; Discovery Learning; Fractions; Problem Solving; Mathematical Concepts; Concept Formation; Learning Analytics; Feedback (Response); Intelligent Tutoring Systems; Technology Integration; Elementary School Students; Preadolescents; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Interaktion; Entdeckendes Lernen; Bruchrechnung; Problemlösen; Concept learning; Begriffsbildung; Intelligentes Tutorsystem; Pre-adolescence; Präadoleszenz; Ausland
Abstract	Feedback in exploratory learning systems has been depicted as an important contributor to encourage exploration. However, few studies have explored learners' interaction patterns associated with feedback and the use of external representations in exploratory learning environments. This study used Fractions Lab, an exploratory learning environment for mathematics, to facilitate children's conceptual understanding of fractions in three Chinese schools. Students (n = 189) from six different classes were invited to use Fractions Lab, and 260,000 event logs were collected. Beyond demonstrating the overall efficacy of the approach, lag sequential analysis supported us in approaching a deeper understanding of patterns of interaction. The findings highlight that the design of three-levels of feedback (Socratic, guidance, and didactic-procedural feedback) played different roles in supporting students to use external representations to perform mathematical tasks in an exploratory learning environment. This study sheds light on how these interaction patterns might be applied to the Fractions Lab system in order to provide increasingly tailored support, based on cultural differences, to enhance students' technology-mediated learning experiences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01