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.
|已發佈 - 2012
|20th International Conference on Computers in Education, ICCE 2012 - Singapore, 新加坡
持續時間: 11月 26 2012 → 11月 30 2012
|20th International Conference on Computers in Education, ICCE 2012
|11/26/12 → 11/30/12
ASJC Scopus subject areas