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dc.contributor.authorFujita, T
dc.contributor.authorJones, DK
dc.contributor.authorMiyazaki, M
dc.date.accessioned2018-06-05T10:22:57Z
dc.date.issued2018-06-05
dc.description.abstractMuch remains under-researched in how learners make use of domain-specific feedback. In this paper, we report on how learners’ can be supported to overcome logical circularity during their proof construction processes, and how feedback supports the processes. We present an analysis of three selected episodes from five learners who were using a web-based proof learning support system. Through this analysis we illustrate the various errors they made, including using circular reasoning, which were related to their understanding of hypothetical syllogism as an element of the structure of mathematical proof. We found that, by using the computer-based feedback and, for some, teacher intervention, the learners started considering possible combinations of assumptions and conclusion, and began realising when their proof fell into logical circularity. Our findings raise important issues about the nature and role of computer-based feedback such as how feedback is used by learners, and the importance of teacher intervention in computer-based learning environments.en_GB
dc.description.sponsorshipThis research is supported by the Daiwa Anglo-Japanese foundation (No. 7599/8141) and the Grant-in-Aid for Scientific Research (Nos. 15K12375, 16H03057), Ministry of Education, Culture, Sports, Science, and Technology, Japan.en_GB
dc.identifier.citationPublished online 05 June 2018.en_GB
dc.identifier.doihttps://doi.org/10.1007/s11858-018-0950-4
dc.identifier.urihttp://hdl.handle.net/10871/33080
dc.language.isoenen_GB
dc.publisherSpringer Verlagen_GB
dc.rights© The Author(s) 2018. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.en_GB
dc.subjectComputer-based feedbacken_GB
dc.subjectProvingen_GB
dc.subjectLogical circularityen_GB
dc.subjectGeometryen_GB
dc.titleLearners' use of domain-specific computer-based feedback to overcome logical circularity in deductive proving in geometryen_GB
dc.typeArticleen_GB
dc.date.available2018-06-05T10:22:57Z
dc.identifier.issn1863-9690
dc.descriptionThis is the final version of the article. Available from Springer Verlag via the DOI in this record.en_GB
dc.identifier.journalZDMen_GB


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