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Effects of a digital intervention on the development of algebraic expertise

Effects of a digital intervention on the development of algebraic expertise
Effects of a digital intervention on the development of algebraic expertise
In this article we report on the effects of a digital intervention on the development of algebraic expertise of 17-18 year old students in the Netherlands. The question to be answered was whether the intervention would be effective and what factors influenced the outcome. With notions of formative assessment and symbol sense as guiding theoretical concepts, the intervention’s design principles included the concepts of crises, formative scenarios and feedback. The intervention aimed to improve algebraic expertise and was deployed in fifteen grade 12 mathematics classes in nine schools. Data included results from pre- and posttests, scores, questionnaires and log files of the students’ digital work, and responses to a student survey. Results from the effect study, analyzed with multilevel models, showed that the intervention was effective in improving algebraic expertise. Factors that significantly contributed to the posttest score were pretest results, the amount of time invested in digital self-tests and attitude towards mathematics. The intervention’s success was not significantly influenced by other variables. We conclude that these types of intervention have a potential for the
acquisition of versatile algebraic expertise
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Drijvers, Paul
c9c9fde8-ef4e-42bb-aa5d-f1c0400a93ae
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Drijvers, Paul
c9c9fde8-ef4e-42bb-aa5d-f1c0400a93ae

Bokhove, Christian and Drijvers, Paul (2012) Effects of a digital intervention on the development of algebraic expertise. 12th International Congress on Mathematical Education (ICME-12), Korea, Republic of. 08 - 15 Jul 2012.

Record type: Conference or Workshop Item (Other)

Abstract

In this article we report on the effects of a digital intervention on the development of algebraic expertise of 17-18 year old students in the Netherlands. The question to be answered was whether the intervention would be effective and what factors influenced the outcome. With notions of formative assessment and symbol sense as guiding theoretical concepts, the intervention’s design principles included the concepts of crises, formative scenarios and feedback. The intervention aimed to improve algebraic expertise and was deployed in fifteen grade 12 mathematics classes in nine schools. Data included results from pre- and posttests, scores, questionnaires and log files of the students’ digital work, and responses to a student survey. Results from the effect study, analyzed with multilevel models, showed that the intervention was effective in improving algebraic expertise. Factors that significantly contributed to the posttest score were pretest results, the amount of time invested in digital self-tests and attitude towards mathematics. The intervention’s success was not significantly influenced by other variables. We conclude that these types of intervention have a potential for the
acquisition of versatile algebraic expertise

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More information

Published date: July 2012
Venue - Dates: 12th International Congress on Mathematical Education (ICME-12), Korea, Republic of, 2012-07-08 - 2012-07-15
Related URLs:
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 341876
URI: https://eprints.soton.ac.uk/id/eprint/341876
PURE UUID: 5d5403b2-3dc2-4719-86f5-aa4a596607dd
ORCID for Christian Bokhove: ORCID iD orcid.org/0000-0002-4860-8723

Catalogue record

Date deposited: 08 Aug 2012 10:30
Last modified: 16 Mar 2019 01:30

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