Student Model to Provide Appropriate Feedback in a Virtual Lesson Game: Prompting Instructors to Teach Mathematical Ways of Thinking

ID: 39865 Type: Full Paper: Conceptual & Empirical Study
  1. Toshiki Matsuda, Tokyo Institute of Technology, Japan

Thursday, June 27 4:00-4:30 PM Location: Lecture Theater View on map

Presider: Emmanuel Duplàa, Faculty of Education, University of Ottawa, Canada

Abstract: In this paper, I discuss a student model for developing virtual lesson games for mathematics. In this model, I emphasize how instruction affects students’ acquisition and use of views and ways of thinking as well as its effect on learning and problem solving. This model should provide virtual lesson games with the function of exposing gaps between a teacher’s expectations of instructional effects and actual results. The model consists of domain knowledge expressed by a semantic network, views, and ways of thinking, and a problem-solving script. I supposed that views and ways of thinking play important roles in acquiring domain knowledge and in activating its usage. The results show that encouraging students to use views and ways of thinking increases their knowledge and makes the relationships among different elements of their knowledge broader and stronger. In the model, Keller’s ARCS has similar roles. Therefore, providing students with problems that they want to solve is important.

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