“Fractions my way”: How an adaptive learning environment affects and motivates students

• Yaniv Biton ^[1] ; Karin Alush ^[2] ; Carmit Tal ^[1]
  1. [1] Shannan Academic College of Education
  2. [2] Centre for Educational Technology (CET)
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 2, 2022 (Research Reports A – H), ISBN 978-84-1302-176-8, págs. 75-82
• Idioma: inglés
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• Resumen

  • An adaptive learning environment entitled “Fractions My Way” was developed and introduced to 206 fourth- and fifth-grade students who used it to study fractions over one academic year. Follow-up questionnaires and interviews (with students and teachers) revealed that the method enhanced their sense of ability, their responsibility toward their own learning, and their enjoyment in learning (leading to higher motivation). They claimed they learnt and understood the material better. Post-course assessment indicated an overall improvement in knowledge. Two drawbacks were mentioned: the stress associated with knowing the teacher was constantly monitoring performance and the sense of competition between peers.