Teacher help for conceptual level raising in mathematics

被引：0
|
作者：
Pijls M. [1 ]
Dekker R. [1 ]
Van Hout-Wolters B. [1 ]
机构：
[1] Graduate School of Teaching and Learning, University of Amsterdam, Amsterdam 1018 HJ
来源：
Learning Environments Research | 2007年 / 10卷 / 3期
关键词：
Collaborative learning; Conceptual level raising; Mathematics education; Teacher help;
D O I：
10.1007/s10984-007-9032-1
中图分类号：
学科分类号：
摘要：
A field study with 16-year-old students in senior general secondary education was undertaken with the following research question: "Do students working in pairs on investigation tasks with the computer attain more conceptual level raising in mathematics when they are supported by a teacher who stimulates their interaction (process help) than when they are supported by a teacher who gives mathematical help (product help)?" Students in both conditions improved, but the two types of help showed no significant difference in level raising. Also, students in both conditions had serious problems with the learning materials, and wanted the teacher to explain and correct more. For students at this level of education, learning with investigation tasks in small groups appears to be very difficult. © 2007 Springer Science+Business Media B.V.
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页码：223 / 240
页数：17
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