Improving pupils' mathematical communication abilities through computersupported reciprocal peer tutoring

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Title:	Improving pupils' mathematical communication abilities through computersupported reciprocal peer tutoring
Authors:	陳德懷;Yang, Euphony F. Y;Chang, Ben;Cheng, Hercy N. H;Chan, Tak-Wai
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Addition;CAI;Communication;Communications systems;Computer assisted instruction;Computers;Control Groups;Elementary School Students;Elementary School Teachers;Equations;Equations (Mathematics);Experimental Groups;Foreign Countries;Full Length Articles;Grade 2;Instructional Materials;Learning Activities;Mathematical analysis;Mathematical Concepts;Mathematical knowledge;Mathematical problems;Mathematics;Mathematics education;Mathematics Instruction;Mathematics Materials;Mathematics Skills;Mathematics Teachers;Methods;Peer Teaching;Peer tutoring;Pretests Posttests;Reciprocal Teaching;Representations;Social aspects;Statistical Analysis;Student Evaluation;Students;Study and teaching;Tablet computers;Taiwan;Teaching Methods;Tutoring;Tutors and tutoring;Word problems
Date:	2016-01-01
Issue Date:	2026-04-23 14:12:54 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： This study examined how to foster pupils' mathematical communication abilities by using tablet PCs. Students were encouraged to generate math creations (including mathematical representation, solution, and solution explanation of word problems) as their teaching materials and reciprocally tutor classmates to increase opportunities for mathematical communication during a semester. A reciprocal peer-tutoring-enhanced mathematical communication system was designed for supporting students' math creations and reciprocal peer-tutoring activities. An experiment involving 51 second-graders was conducted to evaluate their improvement in mathematical communication abilities. While the control group received one-to-one self-learning mathematical materials and teacher-led instruction, the experimental group was engaged in computer-supported reciprocal peer tutoring in the same environment with the same materials. Both groups were evaluated by using a mathematical communication ability assessment. The result indicated that the experimental group outperformed the control group in the assessment. Additionally, math creations were analyzed for assessing students' formative development. The results showed that students' math creations became clearer and more efficient. In other words, their mathematical representations and solution explanations became more accurate after the learning activity. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2016-07-01 出處： Educational Technology & Society, 2016-07, Vol.19 (3), p.157-169 資源來源： Chinese Electronic Periodical Services (CEPS) 版權： Copyright 2016 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2016 International Forum of Educational Technology & Society 版權： 2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201607_19(3).0015
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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