Mercier, E.M. and Higgins, S. (2013) 'Collaborative learning with multi-touch technology : Developing adaptive expertise.', Learning and instruction., 25 . pp. 13-23.
Developing fluency and flexibility in mathematics is a key goal of upper primary schooling, however, while fluency can be developed with practice, designing activities that support the development of flexibility is more difficult. Drawing on concepts of adaptive expertise, we developed a task for a multi-touch classroom, NumberNet, that aimed to support both fluency and flexibility. Results from a quasi-experimental study of 86 students (44 using NumberNet, 42 using a paper-based comparison activity) indicated that all students increased in fluency after completing these activities, while students who used NumberNet also increased in flexibility. Video analysis of the NumberNet groups indicate that the opportunity to collaborate, and learn from other groups' expressions, may have supported this increase in flexibility. The final phase of the task suggests future possibilities for engaging students in mathematical discourse to further support the development of mathematical adaptive expertise.
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1016/j.learninstruc.2012.10.004|
|Publisher statement:||NOTICE: this is the author’s version of a work that was accepted for publication in Learning and instruction. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Learning and instruction, 25, 2013, 10.1016/j.learninstruc.2012.10.004|
|Date accepted:||No date available|
|Date deposited:||04 December 2012|
|Date of first online publication:||June 2013|
|Date first made open access:||No date available|
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