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Computer support for learning mathematics: A learning environment based on recreational learning objects
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Computers & Education Volume 48, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

In this paper, we introduce an electronic collaborative learning environment based on Interactive Instructors of Recreational Mathematics (IIRM), establishing an alternative approach for motivating students towards mathematics. The IIRM are educational software components, specializing in mathematical concepts, presented through recreational mathematics, conceived as interactive, recreation-oriented learning objects, integrated within the environment. We present the architecture of the learning environment which integrates communication services that support the interaction processes of the learning community, through instant messaging, chat rooms, and multi-player math games. Through the environment’s interface of their personal workspace, students have access to several easy-to-use mechanisms that allows them to customize its content, its layout, and its appearance. At internal levels, the functionality of IIRM is enhanced with features supported by the environment infrastructure. We evaluated different aspects of the learning environment in three short, motivation-oriented math courses given to Mexican high-school students. The results indicate that the use of the IIRM-based electronic learning environment, positively affects student attitudes towards mathematics. We believe that this approach has the potential to promote the mathematics learning process, basically on its motivational aspects.

Citation

Lopez-Morteo, G. & López, G. (2007). Computer support for learning mathematics: A learning environment based on recreational learning objects. Computers & Education, 48(4), 618-641. Elsevier Ltd. Retrieved November 22, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2005.04.014

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