How to Foster Functional Thinking in Learning Environments Using Computer-Based Simulations or Real Materials View Full Text


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Article Info

DATE

2018-12

AUTHORS

Michaela Lichti, Jürgen Roth

ABSTRACT

As students encounter functional relationships in almost every grade, functional thinking is fundamental for students to participate in mathematics education and sciences successfully. Nevertheless, a lot of students develop misconceptions and face problems working on functional relationships appropriately. Thus, the encouragement of students’ functional thinking seems to be crucial. This study investigates whether the functional thinking of sixth graders should be fostered in a learning environment using real materials or computer-based simulations (GeoGebra). Furthermore, it is analyzed whether the media lead to different effects. A pre-post-test-intervention study (N = 282, two experimental groups: material vs. simulations, control group) was conducted. In the following article the two experimental groups will be focused on. The collected data was analyzed with Item Response Theory. A 2-dimensional Rasch model to determine the person ability with respect to functional thinking was estimated. By the use of plausible values, we conducted a mixed ANOVA. The difference concerning functional thinking between the experimental groups was compared. Even though both media led to a significant increase in functional thinking, the increase of the simulation group was significantly higher. Thus, results indicate that fostering functional thinking with simulations seems to be superior to the use of real materials. More... »

PAGES

1-25

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    38 schema:description As students encounter functional relationships in almost every grade, functional thinking is fundamental for students to participate in mathematics education and sciences successfully. Nevertheless, a lot of students develop misconceptions and face problems working on functional relationships appropriately. Thus, the encouragement of students’ functional thinking seems to be crucial. This study investigates whether the functional thinking of sixth graders should be fostered in a learning environment using real materials or computer-based simulations (GeoGebra). Furthermore, it is analyzed whether the media lead to different effects. A pre-post-test-intervention study (N = 282, two experimental groups: material vs. simulations, control group) was conducted. In the following article the two experimental groups will be focused on. The collected data was analyzed with Item Response Theory. A 2-dimensional Rasch model to determine the person ability with respect to functional thinking was estimated. By the use of plausible values, we conducted a mixed ANOVA. The difference concerning functional thinking between the experimental groups was compared. Even though both media led to a significant increase in functional thinking, the increase of the simulation group was significantly higher. Thus, results indicate that fostering functional thinking with simulations seems to be superior to the use of real materials.
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