#
The potential of multiple-solution tasks in e-learning environments: Exploiting the tools of Cabri Geometry II
PROCEEDINGS

## Maria Kordaki, Department of Computer Engineering and Informatics, Patras University, Greece, Greece ; Alexios Mastrogiannis, Dept of Mathematics, Patras University, Greece

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

## Abstract

This study focuses on the potential of multiple-solution tasks in e-learning environments providing a variety of learning tools. This was presented through a multiple-solution-based example for the learning of the mathematical notion of angle in the context of the well known e-learning environment Cabri-Geometry II (Laborde, 1990) dedicated for the learning of geometrical concepts. An a-priori task analysis showed that a variety of solution strategies could be invented by the students to face this type of task. In fact, students can select among the provided tools the most appropriate to express their knowledge. In the integrated context of such tasks and tools, students can express both inter-individual and intra-individual differences in the learning concepts in focus. In addition, students can consolidate these concepts, integrate the different kinds of knowledge they possess, enhance their learning styles and aquire advanced problem-solving skills.

## Citation

Kordaki, M. & Mastrogiannis, A. (2006). The potential of multiple-solution tasks in e-learning environments: Exploiting the tools of Cabri Geometry II. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 97-104). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from https://www.learntechlib.org/primary/p/23666/.

© 2006 Association for the Advancement of Computing in Education (AACE)

### Keywords

## References

View References & Citations Map- Bennett, N. (1977). Teaching styles and Pupil Progress. Cambridge: Harvard University Press.
- Bradley, C.A. (1985). The relationship between students’ information processing styles and Logo programming. Journal of Educational Computing Research, 1, 427-433.
- Clements, D.H. (1989). Computers in elementary mathematics education. NJ: Prentice-Hall.
- Corno, L. & Snow, R.E. (1984). Adapting Teaching to individual differences among students. In M. Wittrock (ed.),Third Handbook of Research on Teaching. New York: Macmillan, pp.605-629.
- Dorfler, W. (1993). Computer use and views of the mind. In C. Keitel & K. Ruthven (Eds), Learning from computers: Mathematics Education and Technology (pp.159-186). Berlin: Springer-Verlag.
- Dyfour-Janvier, B., Bednarz, N., & Belanger, M. (1987). Pedagogical considerations concerning the problem of representation. In C. Janvier (Eds), Problems of representation in teaching and learning of mathematics (pp. 109-122). London: Lawrence
- Joyce, B. & Weil, M. (1972). Models of Teaching. Englewood Cliffs, NJ: Prentice Hall.
- Hillel, J. (1993). CA as Cognitive Technologies: Implication for the Practice of Mathematics Education. In C. Keitel and K. Ruthven (Eds), Learning from computers: Mathematics Education and Technology (pp. 18-47). Berlin: Springer-Verlag.
- Hoyles, C. & Noss, R. (1989). ? he Computer as a Catalyst in Children's Proportion Strategies. Journal of Mathematical behavior, 8, 53-75.
- Kaput, J.J. (1994). ? he Representational Roles of Technology in Connecting Mathematics with Authentic Experience. In R. Biehler, R.W. Scholz, R. Strasser, B., Winkelman (Eds), Didactics of Mathematics as a Scientific Discipline: The state of the art (pp. 379 DASHDASH
- Laborde, J-M. (1990). Cabri-Geometry [Software]. France: Universite de Grenoble.
- Laborde, C. And Laborde, J-M. (1995). What about a Learning Environment where Euclidean Concepts are manipulated with a mouse? In A. DiSessa, C. Hoyles, R. Noss with L. Edwards (Eds), Computers and Exploratory Learning (pp.241-261), Berlin: SpringerVerlag.
- Laborde, C. (2001). Integration of Technology in the design of geometry tasks with Cabri-Geometry. ?nternational J?urnal of Computers for Mathematical Learning, 6, 283-317.
- Lemerise, T. (1992). On Intra Interindividual Differences in Children's Learning Styles. In C. Hoyles and R. Noss (Eds), Learning Mathematics and Logo (pp. 191-222). Cambridge, Ma: MIT Press.
- Nardi, B.A. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition. In B.A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction, Cambridge, MA: MIT Press. ? ? ss, R. (1988). The computer as a cultural influence in mathematical learning. Educational Studies in Mathematics, 19, 251-268.
- Noss, R., & Hoyles, C. (1996). Windows on mathematical meanings: Learning Cultures and Computers. Dordrecht : Kluwer Academic Publishers.
- Straesser, R. (2001). Cabri-Geometre: does Dynamic Geometry Software (DGS) change geometry and its teaching and learning?. ?nternational J?urnal of Computers for Mathematical Learning, 6, 319-333.
- Ramby, L.M. (1984). The problem-solving style of fifth graders using Logo. Paper presented at the American Educational Research Association Annual Meeting. New Orleans, LA.
- Von Glasersfeld, E. (1987). Learning as a constructive activity. In C. Janvier (Eds), Problems of representation in teaching and learning of mathematics (pp.3-18). London: Lawrence Erlbaum.
- Vygotsky, L. (1978). Mind in Society. Cambridge: Harvard University Press.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References