NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1003564
Record Type: Journal
Publication Date: 2013-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
Collaborative Learning with Multi-Touch Technology: Developing Adaptive Expertise
Mercier, Emma M.; Higgins, Steven E.
Learning and Instruction, v25 p13-23 Jun 2013
Developing fluency and flexibility in mathematics is a key goal of upper primary schooling, however, while fluency can be developed with practice, designing activities that support the development of flexibility is more difficult. Drawing on concepts of adaptive expertise, we developed a task for a multi-touch classroom, NumberNet, that aimed to support both fluency and flexibility. Results from a quasi-experimental study of 86 students (44 using NumberNet, 42 using a paper-based comparison activity) indicated that all students increased in fluency after completing these activities, while students who used NumberNet also increased in flexibility. Video analysis of the NumberNet groups indicate that the opportunity to collaborate, and learn from other groups' expressions, may have supported this increase in flexibility. The final phase of the task suggests future possibilities for engaging students in mathematical discourse to further support the development of mathematical adaptive expertise. (Contains 4 figures and 5 tables.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A