ictmt10 050711 v2s
DESCRIPTION
Bokhove, C., & Drijvers, P. (2011). Effects of feedback conditions for an online algebra tool. In M. Joubert (Ed.) Proceedings of ICTMT10. Portsmouth: ICTMT10.TRANSCRIPT
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Effects of feedback conditions for
an online algebra tool
Christian Bokhove
Paul Drijvers
Fisme, Utrecht University
ICTMT10
5-8 July 2011
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Background
Christian Bokhove12 yr Teacher maths/ict secondary school
St. Michael College, Zaandam, Netherlands
Phd Dudocwww.dudocprogramma.nl
Supervisors Paul Drijvers & Jan van Maanen
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Problem statement
Transition secondary higher education
Lack of Algebraic expertise?
Conceptual understanding & Basic skills
„Math wars‟
Entry exams
Use of ICT
“Use to learn” vs. “Learn to use”
Position statement NCTM (2008): ICT can be a valuable asset
Potential of ICT for mathematics
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Theoretical framework
Algebraic expertise
Formative assessment
Black & Wiliam:
Formative: assessment for learning
Summative: assessment of learning
Feedback
Hattie & Timperley
Types
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Algebraic expertise
• Arcavi
• Kop & Drijvers
• Pierce & Stacey
• (Structure sense, e.g. Hoch & Dreyfus)
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Study design
Cyclical design
1. Pre-cycle: what tool with what characteristics?
2. Cycle 1: can it work?
3. Cycle 2: in what way can it work?
4. Cycle 3: does it work and why does it work?
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Design research
Cyclic design
1. Pre-cycle: what tool with what characteristics?
2. Cycle 1: can it work?
3. Cycle 2: in what way can it work?
4. Cycle 3: does it work and why does it work?
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Setup of third cycle
324 students from 9 schools (N=324) 6vwo wiskunde B
Intervention 6 clock hours in 6 parts
Data collection
Scores of paperpre-post tests
Scores and logs
Questionnaires
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Design principles
Design principles concerning feedback:
1. Crises
2. Formative scenarios(Timing and fading)
3. Elaborate feedback
In this presentation I will only touch on 1 & 2 and focus on the results for the third principle.
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Design principle: crises
John Keats
“Failure is, in a sense, the highway to success”
Crises of learning (Van Hiele)
Productive failure (Kapur)
Impasse (VanLehn)
Doll, Piaget, VanLehn, ….
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Design principle: formative scenarios
Hattie and Timperley
Timing and fading (Renkl et al)
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Design principle: elaborate feedback
Black and William (1998)
Assessment for learning
Several feedback types (Hattie and Timperley: FT, FP, FR, FS)
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“Algebra with Insight”Digital mathematical environment
http://www.fi.uu.nl/dwo/voho , developer: Peter Boon
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IDEAS
IDEAS: webservice by Jeuring et al.
General
characteristics
Diagnostic
messages
Rewrite
rules
Buggy
rules
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IDEAS – stepwise – condition c1
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IDEAS – buttons – condition c2
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Results for elaborate feedback
Significant difference between the feedback conditions when we look at the score for d1 (U=7680.00, p<0.001, r=-.321) with condition c2 scoring higher than condition c1.
When considering the number of attempts, this was significantly higher for feedback condition c1 (Mdn=126.00) (without extra buttons) than for feedback condition c2 (Mdn=105.00), U=9904.50, p<.001, r=.202.
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Cases
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Cases
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Cases
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Conclusion
Condition c2 with self-regulatory feedback scores better, less attempts.
Task-related and self-regulatory (FT and FR) feedback can be used in a formative way forthe learning of algebra. Students can use the feedback to overcome difficulties and check whether they are on the correct solution path or not.
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Future?
we
b
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Questions/discussion
Use of feedback. When, what, how?
Insight & skills. When is there understanding?
Qualitative & Quantitative research. Bridge?
Design research & Effectstudies. Cooperate?
Methodology: how „control‟ work at home?
Christian Bokhove
Twitter: http://twitter.com/cb1601ej
www.fi.uu.nl/~christianb
www.fi.uu.nl/dwo/en and www.fi.uu.nl/dwo/voho
Project: www.algebrametinzicht.nl