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- W2105279600 abstract "We investigated the role of the teacher in the senior general secondary education (HAVO) grade 4 Mathematics A course as part of the project on collaborative mathematics learning using the computer. The students in one of the two conditions were supported only on their interactions (process help) and the teacher provided no technical (mathematical) help. Students had considerable difficulty with this way of working and expected that the teacher would provide more explanation. However, two students also said that they learned 'to think things through more deeply and thoroughly for themselves'. In this workshop we will illustrate how these two students gained their insights through the process help that was provided. The results were obtained by analysing audio recordings of the students and their written exercises. Both the students and the teacher appeared to find the process difficult, important aspects of which were the students' motivation and attitude to work. Two students in an educational experiment in HAVO grade 4 mathematics A (see Pijls, Dekker and Van Hout - Wolters, in press), in which students collaborated on mathematics tasks using the computer with less support from the teacher than usual, stated that they had learned to think things through more deeply and thoroughly. These students were not representative of the entire student group. The learning results showed considerable progress of one and average progress of the other. However, what was striking about these students was the change in their attitude to work. Indeed, the individual construction of mathematical knowledge was a major problem for most of the students. The two students had produced something fundamental that the entire group found difficult. We focus in this workshop on how this change in the attitude to work came about. We will show the resistance experienced by even these two students and their teacher the first time the teacher refrained from explaining the mathematics to the students. The aim of restoring the students' momentum through their own efforts was ultimately successful. What factors contributed to the success of these two students, but not the others? When the learning material and the computer simulation allow students to learn independently and with each other, the teacher's role can be minimal. Dekker and Elshout-Mohr (2004) investigated which type of teacher help led most effectively to raising the level of VWO grade 5 Mathematics B students. The pupils worked in heterogeneous groups of three on tasks related to geometrical transformations. The impact on raising the level of the following two types of teacher help were compared: 1. product help: teacher help oriented to the mathematical product on which students work (mathematical hints); 2. process help: help oriented to the interaction between students, in particular the occurrence of the key activities." @default.
- W2105279600 created "2016-06-24" @default.
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- W2105279600 date "2007-01-01" @default.
- W2105279600 modified "2023-09-27" @default.
- W2105279600 title "We have learned to think more deeply and thoroughly" @default.
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