学习方法在数学认知和数字技术体验之间的中介作用

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2020-07-02 DOI:10.1080/07380569.2020.1793050

Fereshteh Zeynivandnezhad, A. Mousavi, Hiroki Kotabe

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引用次数: 5

摘要

构建数学概念的学习过程可以通过图形、数字和符号表示的可视化来支持。然而，先前的研究表明，学生们并没有充分利用这些技术提供的机会。数学概念和数学学习方法两个关键因素的差异利用了这些技术，从而提高了数学教育的质量。我们假设这些关键因素在这一缺陷中起着关键作用。通过结构方程模型对442名伊朗高中生进行了调查，以检验这些假设。结果证实，数学概念和数学学习方法与学生在数学学习中使用支持性数字技术的体验和评价有关。此外，数学学习方法在数学概念与学生使用数字技术的体验和评价之间起中介作用。这些发现解释了当学生使用这些数字技术时，数学概念如何有助于学习体验。

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The Mediating Effect of Study Approaches between Perceptions of Mathematics and Experiences Using Digital Technologies

Abstract The learning process of constructing concepts in mathematics can be supported by visualization in graphical, numerical, and symbolic representations. However, previous research suggests that students have not fully taken advantage of the opportunities provided by these technologies. Two key factors, including mathematics conception and mathematics study approaches differentially used such technologies and consequently promote the quality of mathematics education. We hypothesized that these key factors play a key role in this shortcoming. A survey of 442 high school students from Iran was conducted to examine the hypotheses through structural equation modeling. Results confirmed that mathematics conception and mathematics study approaches were associated with students’ experiences and evaluations of using supportive digital technologies in mathematics learning. Moreover, mathematics study approaches mediated the relationship between mathematics conception and students’ experiences and evaluation of using these digital technologies. These findings explain how mathematics conception contributes to learning experiences when students use such digital technologies.

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.