Presentation BCME8 April 17th 2014
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The document discusses using a digital tool to improve students' algebraic skills in the Netherlands. It describes three rounds of research involving over 300 students testing whether the tool could effectively develop both procedural skills and conceptual understanding. The tool included interactive exercises addressing common misconceptions with principles of providing feedback, addressing crises or errors, and gradually fading feedback. Post-test scores were significantly higher than pre-test scores, indicating the tool was effective. Higher post-test scores correlated with previous knowledge, time spent self-testing and on summative assessments, and general math attitude.
Presentation BCME8 April 17th 2014
- 1. Using a digital tool to improve students’ algebraic expertise in the Netherlands: crises, feedback and fading Christian Bokhove Southampton Education School April 17th, 2014, BCME-8
- 2. Rationale Algebraic skills Year 12 students Netherlands often disappointing
- 3. But even when rewriting skills are OK… …many things can go wrong
- 4. So conceptual understanding and pattern recognition are important!
- 5. Use of ICT
- 6. So can’t we use ICT for acquiring, practicing and assessing algebraic expertise?
- 7. Research questions: What is the effect of an intervention on the development of algebraic expertise, including both procedural skills and symbol sense? Which factors predict the resulting algebraic performance? Conceptual framework, elements of: • Symbol sense – basic skills (e.g. Arcavi) • Formative – summative assessment (e.g. Black & Wiliam) • Feedback
- 8. Research set-up Rnd Focus Target N Pre What software, what characteristics? Experts 1 Could it work? 1-to-1s, qualitative N=5 2 In what way can it work? 2 classes in 1 school N=31 3 Does it work? 9 schools, quantitative N=324
- 9. Third round design • 324 students in 9 schools (N=324) • Year 12, nature and health stream • Digital module: 6 hours, 6 parts • Teachers were free in how to deploy the module, but were asked afterwards • Data collection –Scores pen-and-paper pre- and posttests –Scores and logfiles –Questionnaires
- 10. Equations: in-between steps, multiple strategies allowed
- 11. Store student results, and use these as a teacher to study misconceptions and for starting classroom discussions students
- 12. (i) students learn a lot from what goes wrong, (ii) but students will not always overcome these if no feedback is provided, and (iii) that too much of a dependency on feedback needs to be avoided, as summative assessment typically does not provide feedback. These three challenges are addressed by principles for crises, feedback and fading, respectively.
- 13. Crisis-tasks “students learn a lot from what goes wrong” “Failure is, in a sense, the highway to success” - Keats
- 14. Feedback: overcoming a crisis Screencast clips “but students will not always overcome these if no feedback is provided”
- 15. Feedback: worked examples and hints IDEAS feedback, webservice with Jeuring et al
- 16. Fading “too much of a dependency on feedback needs to be avoided”
- 17. Posttest (M=78.71, SE=15.175) is significantly higher than the pretest score (M=51.55, SE=21.094), t(285)=- 22.589, p<.001, r=.801, d=-1.34. Symbol sense score on the posttest (M=1.462, SE=1.504) is significantly higher than the pretest score (M=-1.493, SE=2.339), t(285)=-20.602, p<.001, r=.773, d=-1.22. Effect
- 18. Significant predictors higher posttest score • Previous knowledge • Time spent in self- test and summative- test modes • General attitude towards mathematics Non-significant predictors higher posttest score • Gender • Attitude towards ICT • Total time spent on module • More time spent at home or at school Predictors
- 19. New developments