You are here:

Interactive Learning in Mathematics Education: Review of Recent Literature
PROCEEDINGS

, , BOGAZICI UNIVERSITY, Turkey

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Kahveci, M. & Imamoglu, Y. (2007). Interactive Learning in Mathematics Education: Review of Recent Literature. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 3269-3276). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

Keywords