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  1. A500 情報学部/情報学研究科・情報文化学部・情報科学研究科
  2. A500a 雑誌掲載論文
  3. 学術雑誌

Diagram-Based Support for Collaborative Learning in Mathematical Exercise

http://hdl.handle.net/2237/15025
http://hdl.handle.net/2237/15025
b7372329-290b-4cf0-bfa6-e31564959033
名前 / ファイル ライセンス アクション
517.pdf 517.pdf (855.0 kB)
Item type 学術雑誌論文 / Journal Article(1)
公開日 2011-07-04
タイトル
タイトル Diagram-Based Support for Collaborative Learning in Mathematical Exercise
言語 en
著者 KOJIRI, Tomoko

× KOJIRI, Tomoko

WEKO 41348

en KOJIRI, Tomoko

Search repository
MURASE, Yosuke

× MURASE, Yosuke

WEKO 41349

en MURASE, Yosuke

Search repository
WATANABE, Toyohide

× WATANABE, Toyohide

WEKO 41350

en WATANABE, Toyohide

Search repository
アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
権利
言語 en
権利情報 Copyright (C) 2009 IEICE
キーワード
主題Scheme Other
主題 collaborative learning
キーワード
主題Scheme Other
主題 problem-based learning
キーワード
主題Scheme Other
主題 knowledge acquisition
キーワード
主題Scheme Other
主題 rule-based processing
キーワード
主題Scheme Other
主題 diagram support
キーワード
主題Scheme Other
主題 predicate-formed epresentation
抄録
内容記述 This paper focuses on the collaborative learning of mathematics in which learners effectively acquire knowledge of common exercises through discussion with other learners. During collaborative learning, learners sometimes cannot solve exercises successfully, because they cannot derive answers by themselves or they hesitate to propose answers through discussion. To cope with such situations, this paper proposes two support functions using diagrams to encourage active discussion, since diagrams are often used to graphically illustrate mathematical concepts. One function indicates the differences between learner diagrams and the group diagram in order to encourage participation in discussions. To compare the characteristics of diagrams drawn by different learners, internal representation of the diagram, which consists of types of figures and remarkable relations to other figures, is introduced. The other function provides hints in the group diagram so that all learners can consider their answers collaboratively through discussions. Since preparing hints for all exercises is difficult, rules for drawing supplementary figures, which are general methods for drawing supplementary figures that correspond to individual answering methods/formulas, are also developed. By applying available rules to current group diagram, appropriate supplementary figures that can solve current learning situations may be generated. The experimental results showed that the generated hints successfully increased the number of utterances in the groups. Moreover, learners were also able to derive answers by themselves and tended to propose more opinions in discussions when the uniqueness of their diagrams was indicated.
言語 en
内容記述タイプ Abstract
出版者
言語 en
出版者 Institute of Electronics, Information and Communication Engineers
言語
言語 eng
資源タイプ
資源タイプresource http://purl.org/coar/resource_type/c_6501
タイプ journal article
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
関連情報
関連タイプ isVersionOf
識別子タイプ URI
関連識別子 http://www.ieice.org/jpn/trans_online/index.html
ISSN
収録物識別子タイプ PISSN
収録物識別子 0916-8532
書誌情報 en : IEICE transactions on information and systems

巻 E92-D, 号 4, p. 630-641, 発行日 2009-04-01
著者版フラグ
値 publisher
URI
識別子 http://www.ieice.org/jpn/trans_online/index.html
識別子タイプ URI
URI
識別子 http://hdl.handle.net/2237/15025
識別子タイプ HDL
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