Simulating remote support for mathematical perseverance through a digital sketching application

Joseph DiNapoli, Malack Amenya, Lelli Van Den Einde, Nathan Delson, Elizabeth Cowan

Research output: Contribution to journalArticlepeer-review

Abstract

This exploratory study showed how a digital sketching application helped keep 4 -grade students engaged with challenging mathematics tasks and support their perseverance to learn mathematics conceptually. The application is currently being developed as a tool based on digital assignments for which students freehand sketch visual representations to solve conceptual fractions tasks. Participants engaged with a simulation of the application and received personalized and conceptual feedback based on their sketching mistakes. Our findings showed that participants were able to leverage such feedback to persevere with the task and make mathematical progress, even at moments when they were most challenged andfrustrated.

Original languageEnglish
Pages (from-to)41-52
Number of pages12
JournalJournal of Higher Education Theory and Practice
Volume21
Issue number4
DOIs
StatePublished - 2021

Keywords

  • Digital technology
  • Engagement
  • Mathematics education
  • Perseverance

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