It ain't what you do, it's the way that you do it: Investigating the effect of students' active and constructive interactions with fractions representations

Claudia Mazziotti, Alice Hansen, Beate Grawemeyer

Research output: Chapter in Book/Report/Conference proceedingConference proceeding

Abstract

We show that not only the number of fractions representations but also the way how students interact with (multiple) representations is important for their conceptual understanding of fractions. We found that a combination of students' constructive and active interaction (e.g., manipulating and constructing representations) with multiple fractions representations as compared to students' active interaction (e.g., looking at representations) with multiple representations leads to higher conceptual knowledge measured by students' ability to flexibly represent a fraction. Furthermore, students' representational flexibility was correlated with their general learning performance when students' interacted constructively and actively with representations but not when they interacted only actively with representations. In line with the ICAP-framework we conclude that active interactions trigger more intensively attending processes whereas constructive interactions trigger more intensively creating processes and are thus superior to the first kind of students' cognitive engagement with multiple representations.

Original languageEnglish
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
PublisherInternational Society of the Learning Sciences (ISLS)
Pages753-760
Number of pages8
Volume2
ISBN (Electronic)9780990355083
Publication statusPublished - 1 Jan 2016
Externally publishedYes
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: 20 Jun 201624 Jun 2016

Conference

Conference12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
CountrySingapore
CitySingapore
Period20/06/1624/06/16

Keywords

  • Active interaction
  • Constructive interaction
  • Fractions
  • Learning with representations
  • Representational flexibility

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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  • Cite this

    Mazziotti, C., Hansen, A., & Grawemeyer, B. (2016). It ain't what you do, it's the way that you do it: Investigating the effect of students' active and constructive interactions with fractions representations. In 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 753-760). International Society of the Learning Sciences (ISLS).