Reference : GeoGebraTAO: Geometry Learning using a Dynamic Adaptive ICT-Enhanced Environment to P...

	Document type :	Scientific congresses, symposiums and conference proceedings : Unpublished conference
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/44694

Title :	GeoGebraTAO: Geometry Learning using a Dynamic Adaptive ICT-Enhanced Environment to Promote String Differentiation of Children's Individual Pathways
Language :	English
Author, co-author :	Dording, Carole [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Humanities (DHUM) >]
	Max, Charles Joseph [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
	Kreis, Yves [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
	Latour, Thibaud []
Publication date :	12-Nov-2020
Peer reviewed :	Yes
On invitation :	No
Audience :	National
Event name :	LuxERA (Semi-)Virtual Conference 2020
Event date :	2020-11-11 to 2020-11-12
Event organizer :	University of Luxembourg
Event place (city) :	Online
Event country :	Luxembourg
Abstract :	[en] In our project, we investigate the scientific validity of a specific self-built Adaptive Learning Tool in the field of dynamic geometry with a particular focus on the individual learning pathways of a highly diverse student population. 164 children of Luxembourg elementary schools, aged between 10 and 13 years, acted as test-group and explored elementary geometric concepts in a sequence of learning assignments, created with the dynamic mathematics system GeoGebra integrated into the computer-assisted testing framework TAO. They actively built new knowledge in an autonomous way and at their own pace with only minor support interventions of their teacher. Based on easily exploitable data, collected within a sequence of exploratory learning assignments, the GeoGebraTAO tool analyses the answers provided by the child and performs a diagnostic of the child’s competencies in geometry. With respect to this outcome, the tool manages to identify children struggling with geometry concepts and subsequently proposes a differentiated individual pathway through scaffolding and feedback practices. Short videoclips aim at helping the children to better understand any task in case of need and can be watched voluntarily. Furthermore, a spaced repetition feature is another highly useful component. Pre- and post-test results show that the test-group, working with GeoGebraTAO, and a parallel working control-group, following a traditional paper-and-pencil geometry course, increased their geometry skills and knowledge through the training program; the test-group performed even better in items related to dynamic geometry. In addition, a more precise analysis within clusters, based on similar performances in both pre- and post-tests and the child’s progress within GeoGebraTAO activities, provides evidence of some common ways of working with our dynamic geometry tool, leading to overall improvement at an individualized level.
Target :	Researchers ; Professionals ; Students
Permalink :	http://hdl.handle.net/10993/44694

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