Knowledge of fraction equivalence is fundamental for building knowledge of fractions. This study aims to design a collaborative learning environment for developing the concept of fraction equivalence is classroom settings. According to the cognitive conflict theory, the key for developing a concept is to arouse a strong interest or an appropriate level of anxiety in learners in recognizing the anomaly clearly and reappraising the cognitive conflict situation deeply. A mobile learning environment for collaborative engagement is created in this study to encourage the resolution of cognitive conflict. Two situations are designed to stimulate reflection of learners about the concept of fraction equivalence: one is triggered by the anomaly between the learner and the computer system, which has the authority of correctness in the situation. Two pedagogical tools for encouraging reciprocal tutoring in the collaborative learning environment are elaborated. Copyright © 2006 IOS Press.
|Title of host publication||Learning by effective utilization of technologies: Facilitating intercultural understanding|
|Editors||Riichiro MIZOGUCHI, Pierre DILLENBOURG, Zhiting ZHU|
|Place of Publication||Amsterdam|
|ISBN (Print)||9781586036874, 1586036874|
|Publication status||Published - 2006|
CitationKong, S. C. (2006). The design of a collaborative learning environment in a mobile technology supported classroom: Concept of fraction equivalence. In R. Mizoguchi, P. Dillenbourg & Z. Zhu (Eds.), Learning by effective utilization of technologies: Facilitating intercultural understanding (pp. 241-248). Amsterdam: IOS Press.
- Cognitive conflict
- Collaborative learning
- Fraction equivalence
- Mobile learning