Publication Info
Type Article
Year 2007
Venue J. Comput. Math. Sci. Teach., 26(2): 137-153.
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Article

Interactive learning in mathematics education: Review of recent literature

Kahveci M, Imamoglu Y

2007 — J. Comput. Math. Sci. Teach., 26(2): 137-153.

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Citation (APA)

Kahveci M, Imamoglu Y (2007). Interactive learning in mathematics education: Review of recent literature. J. Comput. Math. Sci. Teach., 26(2): 137-153.

Abstract

This review investigates the use of certain types of interaction in mathematics education. These types include interaction between students, interaction between teacher and students, and interaction between students and learning technology. Student-technology interactions are explained by computer programs that use problem-solving strategies and multiple representations. Interaction between teacher and students are explained in two categories, classroom interaction and small group interaction.

In small cooperative groups, factors that affect interaction are: group composition, type of interaction, effect of teacher, interdependence of students, and nature of the task.

Teaching implications include: encouraging students to use multiple representations, promoting mastery goal-oriented motivation, creating contexts for mathematical argumentation, encouraging classroom discussions, expecting mathematical reasoning over just the right answer, and designing tasks to promote skills like mathematical reasoning and metacognition.

BibTeX

@article{ar, title = {Interactive learning in mathematics education: Review of recent literature}, author = {Kahveci M, Imamoglu Y}, year = {2007}, journal = {J. Comput. Math. Sci. Teach., 26(2): 137-153.}, abstract = {This review investigates the use of certain types of **interaction in mathematics education**. These types include **interaction between students**, **interaction between teacher and students**, and **interaction between students and learning technology**. Student-technology interactions are explained by computer programs that use problem-solving strategies and multiple representations. Interaction between teacher and students are explained in two categories, classroom interaction and small group interaction. In small cooperative groups, factors that affect interaction are: group composition, type of interaction, effect of teacher, interdependence of students, and nature of the task. Teaching implications include: encouraging students to use multiple representations, promoting mastery goal-oriented motivation, creating contexts for mathematical argumentation, encouraging classroom discussions, expecting mathematical reasoning over just the right answer, and designing tasks to promote skills like mathematical reasoning and metacognition.} }