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首页> 外文会议>Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding; Frontiers in Artificial Intelligence and Applications; vol.151 >The Design of a Collaborative Learning Environment in a Mobile Technology Supported Classroom: Concept of Fraction Equivalence
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The Design of a Collaborative Learning Environment in a Mobile Technology Supported Classroom: Concept of Fraction Equivalence

机译：移动技术支持的课堂中协作学习环境的设计：分数等价概念

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Knowledge of fraction equivalence is fundamental for building knowledge of fractions. This study aims to design a collaborative learning environment for developing the concept of fraction equivalence in classroom settings. According to the cognitive conflict theory, the key for developing a concept is to arouse a strong interest or an appropriate level of anxiety in learners in recognizing the anomaly clearly and reappraising the cognitive conflict situation deeply. A mobile learning environment for collaborative engagement is created in this study to encourage the resolution of cognitive conflict. Two situations are designed to stimulate reflection of learners about the concept of fraction equivalence: one is triggered by the anomaly between the learning peers and the other is triggered by the anomaly between the learner and the computer system, which has the authority of correctness in the situation. Two pedagogical tools for encouraging reciprocal tutoring in the collaborative learning environment are elaborated.
机译：分数等价知识是建立分数知识的基础。这项研究旨在设计一个协作学习环境，以发展课堂环境中分数等价的概念。根据认知冲突理论，发展一个概念的关键是唤起学习者的强烈兴趣或适当程度的焦虑，以便他们清楚地识别异常并深刻地重新评估认知冲突情况。本研究创建了一个用于协作参与的移动学习环境，以鼓励解决认知冲突。设计两种情况以激发学习者对分数等价概念的反思：一种是由学习同伴之间的异常触发的，另一种是由学习者与计算机系统之间的异常触发的，这种行为具有正确性的权威。情况。阐述了两种在协作学习环境中鼓励相互辅导的教学工具。

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