The influence of representational format on learner-generated domain representations and mathematical achievement

Abstract : The purpose of this study was (a) to assess the effects of learner-generated domain representations on understanding combinatorics and probability theory and (b) to investigate the effects of the format (graphical, arithmetical, or textual) in which learners create their domain representation. A pretest-posttest design was applied in which four conditions were compared: three experimental conditions in which learners constructed a personal representation of the domain in a graphical, arithmetical, or textual format, and a control condition in which learners did not have to construct a representation. It was found that the construction of a domain representation significantly increases learning outcomes. Furthermore, it was found that the format in which learners express their knowledge does not directly affect learning outcomes or the quality of the created domain representations. However, the arithmetical format prevents most learners from engaging and succeeding in externalizing their knowledge.
Document type :
Conference papers
Complete list of metadatas

Cited literature [46 references]  Display  Hide  Download

https://telearn.archives-ouvertes.fr/hal-00190039
Contributor : Jerome Zeiliger <>
Submitted on : Friday, November 23, 2007 - 8:32:06 AM
Last modification on : Wednesday, September 18, 2019 - 1:29:04 AM
Long-term archiving on : Monday, April 12, 2010 - 3:24:35 AM

File

Kolloffel-Bas-2007.pdf
Files produced by the author(s)

Identifiers

  • HAL Id : hal-00190039, version 1

Collections

Citation

Bas Kolloffel, Tessa Eysink, Ton de Jong. The influence of representational format on learner-generated domain representations and mathematical achievement. Earli 2007, 2007, Budapest, Hungary. pp.1-16. ⟨hal-00190039⟩

Share

Metrics

Record views

276

Files downloads

134