Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/43338

TitleThreshold concepts vs. Tricky topics: exploring the causes of student ́s misunderstandings with the problem distiller tool
Author(s)Cruz, Sara Maria Alves
Lencastre, José Alberto
Coutinho, Clara Pereira
Clough, Gill
Adams, Anne
KeywordsThreshold Concepts
Tricky Topics
Technology-enhanced Learning
Deeper Understanding
Issue dateApr-2016
PublisherSCITEPRESS – Science and Technology Publications
CitationCruz, S., Lencastre, J. A., Coutinho, C., Clough, G., & Adams, A. (2016). Threshold Concepts Vs. Tricky Topics - Exploring the Causes of Student's Misunderstandings with the Problem Distiller Tool. In James Uhomoibhi, Gennaro Costagliola, Susan Zvacek and Bruce M. McLaren (ed.), Proceedings of CSEDU 2016, 8th International Conference on Computer Supported Education, Volume 1, (pp. 205-215). Rome: SCITEPRESS – Science and Technology Publications.
Abstract(s)This paper presents a study developed within the international project JuxtaLearn. This project aims to improve student understanding of threshold concepts by promoting student curiosity and creativity through video creation. The math concept of 'Division', widely referred in the literature as problematic for students, was recognised as a 'Tricky Topic' by teachers with the support of the Tricky Topic Tool and the Problem Distiller tool, two apps developed under the JuxtaLearn project. The methodology was based on qualitative data collected through Think Aloud protocol from a group of teachers of a public Elementary school as they used these tools. Results show that the Problem Distiller tool fostered the teachers to reflect more deeply on the causes of the students’ misunderstandings of that complex math concept. This process enabled them to develop appropriate strategies to help the students overcome these misunderstandings. The results also suggest that the stumbling blocks associated to the Tricky Topic ‘Division’ are similar to the difficulties reported in the literature describing Threshold Concepts. This conclusion is the key issue discussed in this paper and a contribution to the state of the art.
TypeConference paper
URIhttp://hdl.handle.net/1822/43338
ISBN978-989-758-179-3
DOI10.5220/0005908502050215
Publisher versionhttp://www.scitepress.org/DigitalLibrary/PublicationsDetail.aspx?ID=tKCwQpIlkzo=&t=1
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEC - Textos em atas

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