The potential of multiple-solution tasks in e-learning environments: Exploiting the tools of Cabri Geometry II

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Kordaki, M. & Mastrogiannis, A. (2006). The potential of multiple-solution tasks in e-learning environments: Exploiting the tools of Cabri Geometry II. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 97-104). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23666.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006
Honolulu, Hawaii, USA
October 2006
ISBN 1-880094-60-6
  Thomas Reeves & Shirley Yamashita
AACE

More Information on ELEARN
Table of Contents

Authors

Maria Kordaki, Department of Computer Engineering and Informatics, Patras University, Greece, Greece; Alexios Mastrogiannis, Dept of Mathematics, Patras University, Greece

Abstract

This study focuses on the potential of multiple-solution tasks in e-learning environments providing a variety of learning tools. This was presented through a multiple-solution-based example for the learning of the mathematical notion of angle in the context of the well known e-learning environment Cabri-Geometry II (Laborde, 1990) dedicated for the learning of geometrical concepts. An a-priori task analysis showed that a variety of solution strategies could be invented by the students to face this type of task. In fact, students can select among the provided tools the most appropriate to express their knowledge. In the integrated context of such tasks and tools, students can express both inter-individual and intra-individual differences in the learning concepts in focus. In addition, students can consolidate these concepts, integrate the different kinds of knowledge they possess, enhance their learning styles and aquire advanced problem-solving skills.

Keywords

• Students
• Mathematics
• Integration

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