Using Ict to Foster Higher Order Thinking in Learning Mathematics
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Using Ict to Foster Higher Order Thinking in Learning Mathematics

Using Ict to Foster Higher Order Thinking in Learning Mathematics


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About the Book

This dissertation, "Using ICT to Foster Higher Order Thinking in Learning Mathematics" by Sun-chung, Lo, 羅新忠, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This is a new era of information age, the traditional chalk and talk approach in mathematics is seemed to be no longer an effective means to deliver mathematical concepts and unable to arouse students' learning interest in mathematics. One of the reasons why most of the students have difficulty in learning mathematic is originated from the weak or even lack of higher order thinking (HOT) skills. The main purpose of this study is to find out whether students' HOT can be fostered by the use of information and communication technology (ICT) in learning mathematics and determine which is the most effective way of using ICT to foster HOT in learning mathematics. This study was done mainly qualitative supplemented with some part quantitative. Totally 3 mathematics teachers and 103 students at secondary three level were invited to be the subjects of the study. The topic selected for this study was plane geometry at secondary three level. Software tool used in this study is JavaSketchpad which is a new product from the Key Curriculum Press. Although JavaSketchpad is a subset of Geometer(R) Sketchpad, it is free of charge for use in any non-commercial purpose. Teachers and students could view and control the objects on the sketch through mouse once they had a Java - enabled browser and the interactive effects will be shown in a second. In this study, the 'Bloom taxonomy' model (Bloom, 1956) was adapted and modified as the major methodology in the research framework. Originally, Bloom had identified six levels of abstraction, however for the ease of investigation purpose, two categories of i thinking levels were being used in this study. The Level 1 (Knowledge) and Level 2 (Comprehension) were grouped together to form a "Lower Level Thinking" Group as it mainly involving knowledge recall and understanding of basic concepts. The Level 3 (Application), Level 4 (Analysis), Level 5 (Synthesis) and Level 6 (Evaluation) were grouped together to form a "Higher Level Thinking" Group. All questions in pre-test and post-test were therefore fallen into this framework. The questions designed for "Lower Level Thinking" and "Higher Level Thinking" were then simplified as Type-1question and Type-2 question respectively. All questions for these two tests were designed and classified into either Type-1 or Type-2 and the total sum for each group was calculated. Hence the test result was divided into two parts, one for Type-1 and one for Type-2, the total sum for Type-1 questions represent score of lower level thinking while total sum of Type-2 questions represent score of higher level thinking. The statistical method applied in this study was the Paired-Samples T Test since the study was going to compare the means of two variables that represent the same or related group at different times. In general, teachers had no strong perception towards HOT and most of them stated that HOT should refer to all kind of thinking activities that require more than just direct recall of memory. The result from pre-test, post-test, questionnaires, interviews and in-class observation shown positive response with the use of ICT to foster students' HOT in learning mathematics. It can be used as an evidence to show that the use of ICT can really foster students' HOT in learning mathematics. Students engaged in the study were willing to use ICT in mathematics lessons and it was found that the most effective wa


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Product Details
  • ISBN-13: 9781374722699
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 94
  • Weight: 513 gr
  • ISBN-10: 1374722693
  • Publisher Date: 27 Jan 2017
  • Binding: Hardback
  • Language: English
  • Spine Width: 6 mm
  • Width: 216 mm


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