The original paper is in English. Non-English content has been machine-translated and may contain typographical errors or mistranslations. ex. Some numerals are expressed as "XNUMX".
Copyrights notice
The original paper is in English. Non-English content has been machine-translated and may contain typographical errors or mistranslations. Copyrights notice
Cet article se concentre sur l’apprentissage collaboratif des mathématiques dans lequel les apprenants acquièrent efficacement des connaissances sur des exercices courants grâce à des discussions avec d’autres apprenants. Au cours de l’apprentissage collaboratif, les apprenants ne parviennent parfois pas à résoudre les exercices avec succès, car ils ne peuvent pas trouver de réponses par eux-mêmes ou parce qu’ils hésitent à proposer des réponses par le biais de discussions. Pour faire face à de telles situations, cet article propose deux fonctions supports utilisant des diagrammes pour encourager une discussion active, puisque les diagrammes sont souvent utilisés pour illustrer graphiquement des concepts mathématiques. Une fonction indique les différences entre les diagrammes d'apprenant et le diagramme de groupe afin d'encourager la participation aux discussions. Comparer les caractéristiques des schémas dessinés par différents apprenants, représentation interne du diagramme, qui consiste en des types de figures et des relations remarquables avec d'autres figures, est introduit. L'autre fonction fournit des indices dans le diagramme de groupe afin que tous les apprenants puissent examiner leurs réponses de manière collaborative à travers des discussions. Comme il est difficile de préparer des astuces pour tous les exercices, règles pour dessiner des figures supplémentaires, qui sont des méthodes générales permettant de dessiner des figures supplémentaires correspondant à des méthodes/formules de réponse individuelles, sont également développées. En appliquant les règles disponibles au diagramme de groupe actuel, des figures supplémentaires appropriées pouvant résoudre les situations d'apprentissage actuelles peuvent être générées. Les résultats expérimentaux ont montré que les indices générés ont réussi à augmenter le nombre d'énoncés dans les groupes. De plus, les apprenants étaient également capables de dériver des réponses par eux-mêmes et avaient tendance à proposer davantage d'opinions dans les discussions lorsque le caractère unique de leurs diagrammes était indiqué.
The copyright of the original papers published on this site belongs to IEICE. Unauthorized use of the original or translated papers is prohibited. See IEICE Provisions on Copyright for details.
Copier
Tomoko KOJIRI, Yosuke MURASE, Toyohide WATANABE, "Diagram-Based Support for Collaborative Learning in Mathematical Exercise" in IEICE TRANSACTIONS on Information,
vol. E92-D, no. 4, pp. 630-641, April 2009, doi: 10.1587/transinf.E92.D.630.
Abstract: This paper focuses on the collaborative learning of mathematics in which learners effectively acquire knowledge of common exercises through discussion with other learners. During collaborative learning, learners sometimes cannot solve exercises successfully, because they cannot derive answers by themselves or they hesitate to propose answers through discussion. To cope with such situations, this paper proposes two support functions using diagrams to encourage active discussion, since diagrams are often used to graphically illustrate mathematical concepts. One function indicates the differences between learner diagrams and the group diagram in order to encourage participation in discussions. To compare the characteristics of diagrams drawn by different learners, internal representation of the diagram, which consists of types of figures and remarkable relations to other figures, is introduced. The other function provides hints in the group diagram so that all learners can consider their answers collaboratively through discussions. Since preparing hints for all exercises is difficult, rules for drawing supplementary figures, which are general methods for drawing supplementary figures that correspond to individual answering methods/formulas, are also developed. By applying available rules to current group diagram, appropriate supplementary figures that can solve current learning situations may be generated. The experimental results showed that the generated hints successfully increased the number of utterances in the groups. Moreover, learners were also able to derive answers by themselves and tended to propose more opinions in discussions when the uniqueness of their diagrams was indicated.
URL: https://global.ieice.org/en_transactions/information/10.1587/transinf.E92.D.630/_p
Copier
@ARTICLE{e92-d_4_630,
author={Tomoko KOJIRI, Yosuke MURASE, Toyohide WATANABE, },
journal={IEICE TRANSACTIONS on Information},
title={Diagram-Based Support for Collaborative Learning in Mathematical Exercise},
year={2009},
volume={E92-D},
number={4},
pages={630-641},
abstract={This paper focuses on the collaborative learning of mathematics in which learners effectively acquire knowledge of common exercises through discussion with other learners. During collaborative learning, learners sometimes cannot solve exercises successfully, because they cannot derive answers by themselves or they hesitate to propose answers through discussion. To cope with such situations, this paper proposes two support functions using diagrams to encourage active discussion, since diagrams are often used to graphically illustrate mathematical concepts. One function indicates the differences between learner diagrams and the group diagram in order to encourage participation in discussions. To compare the characteristics of diagrams drawn by different learners, internal representation of the diagram, which consists of types of figures and remarkable relations to other figures, is introduced. The other function provides hints in the group diagram so that all learners can consider their answers collaboratively through discussions. Since preparing hints for all exercises is difficult, rules for drawing supplementary figures, which are general methods for drawing supplementary figures that correspond to individual answering methods/formulas, are also developed. By applying available rules to current group diagram, appropriate supplementary figures that can solve current learning situations may be generated. The experimental results showed that the generated hints successfully increased the number of utterances in the groups. Moreover, learners were also able to derive answers by themselves and tended to propose more opinions in discussions when the uniqueness of their diagrams was indicated.},
keywords={},
doi={10.1587/transinf.E92.D.630},
ISSN={1745-1361},
month={April},}
Copier
TY - JOUR
TI - Diagram-Based Support for Collaborative Learning in Mathematical Exercise
T2 - IEICE TRANSACTIONS on Information
SP - 630
EP - 641
AU - Tomoko KOJIRI
AU - Yosuke MURASE
AU - Toyohide WATANABE
PY - 2009
DO - 10.1587/transinf.E92.D.630
JO - IEICE TRANSACTIONS on Information
SN - 1745-1361
VL - E92-D
IS - 4
JA - IEICE TRANSACTIONS on Information
Y1 - April 2009
AB - This paper focuses on the collaborative learning of mathematics in which learners effectively acquire knowledge of common exercises through discussion with other learners. During collaborative learning, learners sometimes cannot solve exercises successfully, because they cannot derive answers by themselves or they hesitate to propose answers through discussion. To cope with such situations, this paper proposes two support functions using diagrams to encourage active discussion, since diagrams are often used to graphically illustrate mathematical concepts. One function indicates the differences between learner diagrams and the group diagram in order to encourage participation in discussions. To compare the characteristics of diagrams drawn by different learners, internal representation of the diagram, which consists of types of figures and remarkable relations to other figures, is introduced. The other function provides hints in the group diagram so that all learners can consider their answers collaboratively through discussions. Since preparing hints for all exercises is difficult, rules for drawing supplementary figures, which are general methods for drawing supplementary figures that correspond to individual answering methods/formulas, are also developed. By applying available rules to current group diagram, appropriate supplementary figures that can solve current learning situations may be generated. The experimental results showed that the generated hints successfully increased the number of utterances in the groups. Moreover, learners were also able to derive answers by themselves and tended to propose more opinions in discussions when the uniqueness of their diagrams was indicated.
ER -