Visual technology for the autonomous learning of mathematics:
- Linneweber-Lammerskitten, Helmut, Schäfer, Marc, Samson, Duncan
- Authors: Linneweber-Lammerskitten, Helmut , Schäfer, Marc , Samson, Duncan
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140949 , vital:37931 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC20930
- Description: This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.
- Full Text:
- Date Issued: 2010
- Authors: Linneweber-Lammerskitten, Helmut , Schäfer, Marc , Samson, Duncan
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140949 , vital:37931 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC20930
- Description: This paper describes a collaborative research and development project between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa. The project seeks to establish, disseminate and research the efficacy and use of short video clips designed specifically for the autonomous learning of mathematics. Specific to the South African context is our interest in capitalising on the ubiquity of cellphone technology and the autonomous affordances offered by mobile learning. This paper engages with a number of theoretical and pedagogical issues relating to the design, production and use of these video clips. Although the focus is specific to the contexts of South Africa and Switzerland, the discussion is of broad applicability.
- Full Text:
- Date Issued: 2010
An analysis of the influence of question design on learners' approaches to number pattern generalisation tasks:
- Samson, Duncan, Schäfer, Marc
- Authors: Samson, Duncan , Schäfer, Marc
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141026 , vital:37938 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC20890
- Description: This paper reports on a study of the extent to which question design affects the solution strategies adopted by children when solving linear number pattern generalisation tasks presented in pictorial and numeric contexts. The research tool comprised a series of 22 pencil-and-paper exercises based on linear generalisation tasks set in both numeric and two-dimensional pictorial contexts. The responses to these linear generalisation questions were classified by means of stage descriptors as well as stage modifiers. The method or strategy adopted was analysed and classified into one of seven categories. In addition, a meta-analysis focused on the formula derived for the nth term in conjunction with its justification. The results of this study strongly support the notion that question design can play a critical role in influencing learners' choice of strategy and level of attainment when solving pattern generalisation tasks. An understanding of the importance of appropriate question design has direct pedagogical application within the context of the mathematics classroom.
- Full Text:
- Date Issued: 2007
- Authors: Samson, Duncan , Schäfer, Marc
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141026 , vital:37938 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC20890
- Description: This paper reports on a study of the extent to which question design affects the solution strategies adopted by children when solving linear number pattern generalisation tasks presented in pictorial and numeric contexts. The research tool comprised a series of 22 pencil-and-paper exercises based on linear generalisation tasks set in both numeric and two-dimensional pictorial contexts. The responses to these linear generalisation questions were classified by means of stage descriptors as well as stage modifiers. The method or strategy adopted was analysed and classified into one of seven categories. In addition, a meta-analysis focused on the formula derived for the nth term in conjunction with its justification. The results of this study strongly support the notion that question design can play a critical role in influencing learners' choice of strategy and level of attainment when solving pattern generalisation tasks. An understanding of the importance of appropriate question design has direct pedagogical application within the context of the mathematics classroom.
- Full Text:
- Date Issued: 2007
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