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dc.contributor.authorHähkiöniemi, Markus
dc.contributor.authorFrancisco, John
dc.contributor.authorLehtinen, Antti
dc.contributor.authorNieminen, Pasi
dc.contributor.authorPehkonen, Salla
dc.date.accessioned2023-02-20T12:44:24Z
dc.date.available2023-02-20T12:44:24Z
dc.date.issued2023
dc.identifier.citationHähkiöniemi, M., Francisco, J., Lehtinen, A., Nieminen, P., & Pehkonen, S. (2023). The interplay between the guidance from the digital learning environment and the teacher in supporting folding back. <i>Educational Studies in Mathematics</i>, <i>112</i>(3), 461-479. <a href="https://doi.org/10.1007/s10649-022-10193-x" target="_blank">https://doi.org/10.1007/s10649-022-10193-x</a>
dc.identifier.otherCONVID_159519068
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/85548
dc.description.abstractPrevious studies have proposed that students’ mathematical understanding develops dynamically through the process known as folding back, in which learners revisit earlier forms of understanding and use them to build even deeper levels of mathematical understanding. Digital learning environments, where students can manipulate representations, are often used to enable students to notice properties, patterns, or rules. When working in such an environment, students usually receive support from the environment and the teacher. The interplay between these diferent sources of support is important according to previous studies. In this study, we examine this interplay in the case of folding back. The study aims to understand how the teacher, together with the learning environment, can support the process of folding back. We collected data from second, fourth, and sixth grade students as they worked in groups to develop a rule for balancing a balance beam in a digital learning environment designed to support folding back. One pre-service teacher guided each threestudent group. Data were analyzed by identifying occasions for folding back and characterizing diferent ways in which the interplay between the teacher and the environment supported students’ folding back. We found diferent kinds of synergy between the two sources of support. The teachers followed up on and augmented the support from the environment, initiated supplementary folding back, and reinforced the support from the environment. We also found non-synergy between the two sources of support, when the teachers’ support was not aligned with support from the environment.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofseriesEducational Studies in Mathematics
dc.rightsCC BY 4.0
dc.subject.otherfolding back
dc.subject.otherdistributed support
dc.subject.otherdigital learning environment
dc.subject.othersynergistic support
dc.subject.otherteacher support
dc.subject.othertechnology
dc.titleThe interplay between the guidance from the digital learning environment and the teacher in supporting folding back
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202302201807
dc.contributor.laitosFysiikan laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Physicsen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange461-479
dc.relation.issn0013-1954
dc.relation.numberinseries3
dc.relation.volume112
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2022
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber318010
dc.subject.ysoverkko-opetus
dc.subject.ysoteknologia
dc.subject.ysoopetusteknologia
dc.subject.ysooppimisympäristö
dc.subject.ysooppimisalustat
dc.subject.ysotietokoneavusteinen opetus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6621
jyx.subject.urihttp://www.yso.fi/onto/yso/p2339
jyx.subject.urihttp://www.yso.fi/onto/yso/p4418
jyx.subject.urihttp://www.yso.fi/onto/yso/p4835
jyx.subject.urihttp://www.yso.fi/onto/yso/p26951
jyx.subject.urihttp://www.yso.fi/onto/yso/p17867
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s10649-022-10193-x
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationOpen Access funding provided by University of Jyväskylä (JYU). This work was funded by the Academy of Finland (project number 318010).
dc.type.okmA1


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