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

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dc.contributor.authorCruz, Sara Maria Alvespor
dc.contributor.authorLencastre, José Albertopor
dc.contributor.authorCoutinho, Clara Pereirapor
dc.contributor.authorClough, Gillpor
dc.contributor.authorAdams, Annepor
dc.date.accessioned2016-12-07T17:23:08Z-
dc.date.available2016-12-07T17:23:08Z-
dc.date.issued2016-04-
dc.identifier.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.por
dc.identifier.isbn978-989-758-179-3-
dc.identifier.urihttp://hdl.handle.net/1822/43338-
dc.description.abstractThis 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.por
dc.description.sponsorshipThe research leading to these results has received funding from the European Community's Seventh Framework Programme (FP7/2007-2013) under grant agreement no. 317964 JUXTALEARN. We would like to thank the interviewed teachers for their collaboration.por
dc.language.isoengpor
dc.publisherSCITEPRESS – Science and Technology Publicationspor
dc.relationinfo:eu-repo/grantAgreement/EC/FP7/317964/EUpor
dc.relationinfo:eu-repo/grantAgreement/FCT/5876/147313/PTpor
dc.rightsopenAccesspor
dc.subjectThreshold Conceptspor
dc.subjectTricky Topicspor
dc.subjectTechnology-enhanced Learningpor
dc.subjectDeeper Understandingpor
dc.titleThreshold concepts vs. Tricky topics: exploring the causes of student ́s misunderstandings with the problem distiller toolpor
dc.typeconferencePaperpor
dc.peerreviewedyespor
dc.relation.publisherversionhttp://www.scitepress.org/DigitalLibrary/PublicationsDetail.aspx?ID=tKCwQpIlkzo=&t=1por
sdum.publicationstatusinfo:eu-repo/semantics/publishedVersionpor
oaire.citationStartPage205por
oaire.citationEndPage215por
oaire.citationConferencePlaceRome, Italypor
oaire.citationTitleProceedings of CSEDU 2016, 8th International Conference on Computer Supported Educationpor
oaire.citationVolume1por
dc.identifier.doi10.5220/0005908502050215por
dc.subject.fosCiências Sociais::Ciências da Educaçãopor
dc.subject.wosScience & Technologypor
dc.subject.wosSocial Sciencespor
sdum.conferencePublicationProceedings of CSEDU 2016, 8th International Conference on Computer Supported Educationpor
sdum.bookTitlePROCEEDINGS OF THE 8TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION, VOL 1 (CSEDU)por
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