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Students reasoning and utilization of feedback from software
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Department of applied educational science. (UFM/UMERC)
2015 (English)In: Current state of research on mathematical beliefs XX: proceedings of the MAVI-20 Conference September 29 - October 1, 2014, Falun, Sweden / [ed] Lovisa Sumpter, 2015, 139-150 p.Conference paper (Refereed)
Abstract [en]

This paper is an extract from a study investigating the way students’ reasoning and utilization of feedback relate to success and failure in task solving. Sixteen 16-year old students solved a linear function task. They were instructed to use GeoGebra as a mediator and they had the responsibility to choose solution strategies. The results were analyzed using Lithner ́s (2008) framework of imitative and creative reasoning together with Shute ́s (2008) definitions of formative feedback. Schoenfeld ́s (1985) protocol analysis was used to structure the path through solving the task. The results showed that students who were successful in solving the task reasoned creatively and used feedback elaborately. This paper focuses on frameworks and the method of the study.

Place, publisher, year, edition, pages
2015. 139-150 p.
Kultur och lärande, ISSN 1403-6878 ; 4
National Category
Educational Sciences
URN: urn:nbn:se:umu:diva-127101ISBN: 9789185941933 (print)OAI: diva2:1040872
20th International Conference on Mathematical Views (MAVI-20), September 29 – October 1, 2014, Falun, Sweden
Available from: 2016-10-29 Created: 2016-10-29 Last updated: 2017-02-16Bibliographically approved

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Olsson, Jan
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