dc.contributor.author | Bikner-Ahsbahs, Angelika | |
dc.contributor.author | Vallejo-Vargas, Estela | |
dc.contributor.author | Rohde, Steffen | |
dc.contributor.author | Janßen, Thomas | |
dc.contributor.author | Reid, David Alexander | |
dc.contributor.author | Alexandrovsky, D. | |
dc.contributor.author | Reinschluessel, Anke | |
dc.contributor.author | Döring, Tanja | |
dc.contributor.author | Malaka, Rainer | |
dc.date.accessioned | 2023-11-24T08:18:11Z | |
dc.date.available | 2023-11-24T08:18:11Z | |
dc.date.created | 2023-06-02T13:18:31Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Hiroshima Journal of Mathematics Education. 2023, 16 95-116. | en_US |
dc.identifier.issn | 0919-1720 | |
dc.identifier.uri | https://hdl.handle.net/11250/3104460 | |
dc.description.abstract | How digital feedback supports teaching/learning with a digital tool is not yet well understood. In a networking of theories approach, Activity Theory and the Instrumental Approach are combined to investigate the role of digital feedback for the teaching/learning of integers with the MAL-system, a multimodal algebra learning system. The MAL-system is designed as a multitouch tangible user interface with feedback functions allowing students to mathematically operate with (negative) numbers represented as virtual tiles. We explore the role of digital feedback by a multi-case study at the grade five level, in which we conducted experimental task-based interviews of four student pairs, each supported by a tutor. Findings show that (digital) feedback mediates the teaching/learning activity in a supportive way. Reflection on the way the two theories are combined reveals that they can be regarded as locally integrated into a layered model e | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Japan Academic Society of Mathematics Education | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | The Role of Feedback When Learning with a Digital Artifact: A Theory Networking Case on Multimodal Algebra Learning | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2023 Japan Academic Society of Mathematics Education | en_US |
dc.source.pagenumber | 95-116 | en_US |
dc.source.volume | 16 | en_US |
dc.source.journal | Hiroshima Journal of Mathematics Education | en_US |
dc.identifier.doi | 10.24529/hjme.1607 | |
dc.identifier.cristin | 2151236 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |