Variation based discovery learning design in 1 to 1 mathematics classroom

Euphony F.Y. Yang, Hercy N.H. Cheng, Emily Ching, Tak Wai Chan

Research output: Contribution to conferencePaperpeer-review

3 Citations (Scopus)


Learning retention is an important issue for instruction. However, traditional mathematics teachers tend to use direct instruction to tell students a formula, and ask them to keep in mind. But students may forget it very soon. This study adopts a variation based discovery learning strategy, which controls the similarity and difference among examples and problems to guide students to discover the critical features of mathematical concepts through personal observation and inference. A one-to-one technology-enhanced learning system is therefore designed to provide cognitive tools and scaffolding mechanisms for the guidance of discovery. To investigate the learning effect, a pre-test and a post test were conducted. The result of post test showed that the average score of the experiment group were significantly higher than that of the control group. The interview data revealed that the perspectives of some students showed higher self-confidence and learning motivation.

Original languageEnglish
Number of pages5
Publication statusPublished - 2012
Externally publishedYes
Event20th International Conference on Computers in Education, ICCE 2012 - Singapore, Singapore
Duration: Nov 26 2012Nov 30 2012


Conference20th International Conference on Computers in Education, ICCE 2012


  • Critical feature
  • Elementary mathematics
  • Guided discovery learning
  • One-to-one technology-enhanced learning

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education


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