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ERIC Number: ED600035
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Learning with Interactive Animated Worked-Out Examples in Groups of Two
Salle, Alexander
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014)
This exemplary case study describes the learning process of two sixth-graders that learn from an animated worked-out example and an accompanying self-explanation prompt in the domain of fractions. It is based on a corresponding field study. The analysis focuses on the interaction with the computer, the communication between the students, the metacognitive aspects of the learning process and self-explanations. Supported with quantitative data, the qualitative results show that worked-out examples are proper materials for learning in groups of two. Furthermore, it is shown that self-explanation prompts have positive effects on the learning process and the analysed aspects. With detailed scenes it is elucidated, how the interactive capabilities and the animations are used during the learning process. [For the complete proceedings, see ED597799.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A
Author Affiliations: N/A