Publication Info
Type Inproceedings
Year 2007
Venue Paper presented at the Society for Information Technology and Teacher Education (SITE). San Antonio, USA. March 5 - 9, 2007.
Quick Navigation
Inproceedings

Interactive learning in mathematics education: Review of recent literature

Kahveci M, Imamoglu Y

2007 — Paper presented at the Society for Information Technology and Teacher Education (SITE). San Antonio, USA. March 5 - 9, 2007.

All Publications

Citation (APA)

Kahveci M, Imamoglu Y (2007). Interactive learning in mathematics education: Review of recent literature. Paper presented at the Society for Information Technology and Teacher Education (SITE). San Antonio, USA. March 5 - 9, 2007.

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 leaning technology. In small cooperative groups, factors that affect interaction are as

follows: group composition, type of interaction, effect of teacher, interdependence of students and nature

of the task. Some teaching implications of the findings were discussed as follows: students should be

encouraged to use multiple representations to develop problem solving strategies; students' motivation to

learn should be mastery goal oriented, teachers should encourage student participation in classroom

discussions; students should be expected to provide mathematical reasoning rather than producing the

right answer; and design of tasks should be suitable to promote skills such as mathematical reasoning

and metacognition.

BibTeX

@inproceedings{au, title = {Interactive learning in mathematics education: Review of recent literature}, author = {Kahveci M, Imamoglu Y}, year = {2007}, booktitle = {Paper presented at the Society for Information Technology and Teacher Education (SITE). San Antonio, USA. March 5 - 9, 2007.}, 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 leaning technology. In small cooperative groups, factors that affect interaction are as follows: group composition, type of interaction, effect of teacher, interdependence of students and nature of the task. Some teaching implications of the findings were discussed as follows: students should be encouraged to use multiple representations to develop problem solving strategies; students' motivation to learn should be mastery goal oriented, teachers should encourage student participation in classroom discussions; students should be expected to provide mathematical reasoning rather than producing the right answer; and design of tasks should be suitable to promote skills such as mathematical reasoning and metacognition.} }