Knowledge construction in a computerized environment: eighth grade dyads explore a problem situation

Ofra Ofri, Michal Tabach

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

As computers become more dominant in learning settings, studying the impact of
computers on knowledge construction and on student performance becomes
increasingly important, in particular for designing improved computerized learning
environments. We investigated knowledge construction among eighth grade dyads that
used GeoGebra to explore a problem situation related to functions. We analyzed the
knowledge construction processes through the theoretical lens of the nested epistemic
actions model (RBC) for Abstraction in Context (AiC). The tool we used to analyze the
interactions was expanded by adding a human-computer channel. The findings
indicate that the three dyads constructed the targeted knowledge while interacting with
a dynamic and multi-representations environment
Original languageEnglish
Title of host publicationProceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education
Subtitle of host publicationMathematics learning across the life span
EditorsAnke M. Lindmeier, Aiso Heinze
Place of PublicationKiel, Germany
PublisherPME
Pages401-408
Number of pages8
Volume3
ISBN (Print)783890882895
StatePublished - 2013
Event37th Conference of the International Group for the Psychology of Mathematics Education - Kiel, Germany
Duration: 28 Jul 20132 Aug 2013

Publication series

NamePME Conference. Proceedings
ISSN (Print)0771-100X

Conference

Conference37th Conference of the International Group for the Psychology of Mathematics Education
Country/TerritoryGermany
CityKiel
Period28/07/132/08/13

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