Hipatia: a hypermedia learning environment in mathematics
Supporting Agencies
- This work is funded by the I D i project with reference EDU2010-19798
- and the support of a grant from the Ministry of Science and Innovation (BES-2011-045582)
Abstract
Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia.Hypermedia environments are, by definition, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.Downloads
References
Al-Qirim, N. (2011). Determinants of interactive white board success in teaching in higher education institutions. Computers & Education, 56(3), 827-838. doi: 10.1016/j.compedu.2010.10.024
Andrade-Aréchiga, M., López, G., & López-Morteo, G. (2012). Assessing effectiveness of learning units under the teaching unit model in an undergraduate mathematics course. Computers & Education, 59(2), 594-606. doi: 10.1016/j.compedu.2012.03.010
Artino A., & Stephens, J. (2009). Academic motivation and self-regulation: a comparative analysis of undergraduate and graduate students learning online. Internet and Higher Education, 12(3), 146-151. doi: 10.1016/j.iheduc.2009.02.001
Azevedo, R., & Aleven, V. (Eds.). (2013). International handbook of metacognition and learning technologies. Amsterdam, The Netherlands: Springer
Azevedo, R., Moos, D.C., Johnson, A.M., & Chauncey, A.D. (2010). Measuring cognitive and metacognitive regulatory processes during hypermedia learning: Issues and challenges. Educational Psychologist, 45(4), 210-223. doi: 10.1080/00461520.2010.515934
Azevedo, R., Witherspoon, A., Graesser, A. C., McNamara, D. S., Chauncey, A., Siler,… & Lintean, M. (2009). MetaTutor: Analyzing self-regulated learning in a tutoring system for biology. In V. Dimitrova, B. Mizoguchi, B. du Boulay y A.C. Graesser (Eds.), Artificial intelligence in education; Building learning systems that care; from knowledge representation to affective modeling (pp. 635-637). Amsterdam, The Netherlands: IOS Press
Barca-Lozano, A., Almeida, L.S., Porto-Rioboo, A.M., Peralbo-Uzquiano, M.P., & Brenlla-Blanco, J.C. (2012). Motivación escolar y rendimiento: impacto de metas académicas, de estrategias de aprendizaje y autoeficacia. Anales de Psicología, 28(3), 848-859. doi: http://dx.doi.org/10.6018/analesps.28.3.156101
Barnard, L., Lan, W.Y., To, Y.M., Paton, V., & Lai, S.H. (2009). Measuring self-regulation in online and blended learning environments. Internet and Higher Education, 12(1), 1-6. doi: 10.1016/j.iheduc.2008.10.005
Brown, G. (2009). Review of education in mathematics, data science and quanti-tative disciplines. Report to the Group of Eight Universities.
Cameron, J., Pierce, W.D., Banko, K.M., & Gear, A. (2005). Achieve-ment-based rewards and intrinsic motivation: A test cognitive mediators. Journal of Educational Psychology, 97(4), 641-655. doi: 10.1037/0022-0663.97.4.641
Cerezo, R., Núñez, J.C., Rosário, P., Valle, A., Rodríguez, S., & Bernardo, A.B. (2010). New media for the promotion of self-regulated learning in higher education. Psicothema, 22(2), 306-315.
Cueli, M., García, T., & González-Castro, P. (2013). Self-regulation and academic achievement in mathematics. Aula Abierta, 41(1), 39-48.
Cueli, M., González-Castro, P., Álvarez, L., García T. y González-Pienda, J.A. (2014). Variables afectivo-motivaciones y rendimiento en matemáticas: Un análisis bidireccional. Revista Mexicana de Psicología, 31(2), 153-163.
Cueli, M., González-Castro, P., Rodríguez, C., Núñez, J.C., & González-Pienda, J.A. (In press). Intervención sobre las variables afectivo-motivacionales relacionadas con el aprendizaje en matemáticas. Educación XX1
Engel, A., & Onrubia, J. (2013). Estrategias discursivas para la construc-ción colaborativa del conocimiento en entornos virtuales de aprendizaje. Cultura y Educación, 25(1), 77-94. doi: 10.1174/113564013806309082
Fernández, E., Bernardo, A., Suárez, N., Cerezo, R., Núñez, J.C., & Ro-sário, P. (2013). Prediction of use self-regulation strategies in higher education. Anales de Psicología, 29(3), 865-875. doi: http://dx.doi.org/10.6018/analesps.29.3.139341
García, T., & González-Pienda, J. A. (2012). Evaluación del proceso de aprendizaje autorregulado en el área de las matemáticas mediante pizarras digitales. En J. Dulac-Ibergallartu y C. Alconada-Fernández (Eds.), III Congreso pizarra digital: publicación de comunicaciones (pp.85-92). Madrid: Ediciones Pizarratic.
García-Beltrán, A., Martínez, R., Jaén, J.A., & Tapia, S. (2006). Self-assessment in virtual teaching and learning environments. Revista de Educación a Distancia, monográfico, M6, 1-14. Recuperado de http://www.um.es/ead/red/M6
González-Pienda, J.A., Fernández-Cueli, M., García, T., Suárez, N., Tuero-Herrero, E., & Da Silva, E.H. (2012). Diferencias de género en actitudes hacia las matemáticas en la enseñanza obligatoria. Revista Iberoamericana de Psicología y Salud, 3(1), 55-73.
Gros, B. (2002). Knowledge construction and technology. Journal of Educational Multimedia and Hypermedia, 11(4), 323-343.
Hintsanen, M., Alatupa, S., Jokela, M., Lipsanen, J., Hintsa, T., & Leino, M. (2012). Associations of temperament traits and mathematics grades in adolescents are dependent on the rater but independent of motivation and cognitive ability. Learning and Individual Differences, 122(4), 490-497. doi: 10.1016/j.lindif.2012.03.006
International Association for the evaluation of educational achievement IEA. (2011). Resultados de las pruebas PIRLS y TIMSS de 2011 en España. Madrid, Ministerio de Educación, Cultura y Deporte.
Jackson, G.T., Boonthum, C., & McNamara, D.S. (2010). The Efficacy of Extended Practice with iSTART: Low Ability Students Catch up. In V. Aleven, J. Kay, & J. Mostow (Eds.), Intelligent Tutoring Systems. 10th International Conference part II (pp. 349-351). Pittsburgh: Springer.
Kaput, J., & Hegedus, S. (2007). Technology becoming infrastructural in mathematics education. In R. Lesh, E. Hamilton, y J. Kaput (Eds.), Proceedings of the foundations for the future in mathematics and science (pp. 173–192). Mahwah, NJ: Lawrence Erlbaum.
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. Association for the Advancement of Computing in Education Journal, 16(1), 77-92.
Kikas, E., Peets, K., Palu, A., & Afanasjev, J. (2009). The role of individ-ual and contextual factors in the development of math skills. Educational Psychology, 29(5), 541-560. doi: http://dx.doi.org/10.1080/01443410903118499.
Koehler, M.J. (2002). Designing Case-Based Hypermedia for Developing Understanding of Children's Mathematical Reasoning. Cognition & Instruction, 20(2), 151-195. doi: 10.1207/S1532690XCI2002_2
Kroesbergen, E.H., & Van Luit, J.E.H. (2003). Mathematics interventions for children with special educational needs. Remedial and Special Education, 24(2), 97-114.
Kurby, C.A., Magliano, J.P., Dandotkar, S., Woehrle, J., Gilliam, S., & McNamara, D.S. (2012). Changing how students process and comprehend texts with computer-based self-explanation training. Journal of Educational Computing Research, 47(4), 429-459. doi: 10.2190/EC.47.4.e
Lambic, D., & Lipkovski, A. (2012). Measuring the influence of stu-dents´attitudes on the process of acquiring knowledge in mathe-matics. Croatian Journal of Education-Hrvatski Casopis za Odgoji Obrazovanje, 14(1), 187-205.
Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3-13. doi: 10.1016/j.compedu.2009.02.020
Lee, C.H.M., Cheng, Y.W., Rai, S., & Depickere, A. (2005). What affect student cognitive style in the development of hypermedia learning system? Computers & Education, 45(1), 1-19. doi:10.1016/j.compedu.2004.04.006.
Maccini, P., Gagnon, J.C., & Hughes, C.A. (2002). Technology-based practices for secondary students with learning disabilities. Learning Desability Quarterly, 25(4), 247-261. doi: 10.2307/1511356
Macias-Ferrer, D. (2007). Las nuevas tecnologías y el aprendizaje de las matemáticas. Revista Iberoamericana de Educación, 42(4), 1-17.
Martínez-Berruezo, M., & García-Varela, A. (2013). Analysis of the im-pact of virtualization on motivation in first-year teaching students. Revista de Educación, 362, 42-68. doi: 0.4438/1988-592X-RE-2011-362-152
Ojeda, F., Perales, F.J., & Gutiérrez-Pérez, J. (2012). Evaluación de la calidad de webs y blogs sobre educación ecológica. Cultura y Educación, 24(1), 77-93. doi: 10.1174/113564012799740812
Olkun, S., Altun, A., & Deryakulu, D. (2009). Development and evalua-tion of a case-based digital learning tool about children`s mathematical thinking for elementary school teachers. European Journal of Teacher Education, 32(2), 151-165. doi: 10.1080/02619760902783875
Oncu, S., Delialioglu, O., & Brown, C. (2008). Critical components for technology integration: how do instructors make decisions? Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46.
Organización para la Cooperación y el Desarrollo Económico OCDE. (2010). PISA 2009 Results. Paris: OCDE.
Özyurt, H. (2012). Implementation and evaluation of a web based mathematics teaching system enriched with interactive animations for the probability unit. Energy Education Science and Technology Part b-social and Educational Studies, 4(3), 1167-1180.
Özyurt, O., Özyurt, H., Baki, A., Güven, B., & Karal. (2012). Evaluation of an adaptive and intelligent educational hypermedia for enhanced individual learning of mathematics: A qualitative study. Expert Systems with Applications, 39(15), 12092-12104. doi: http://dx.doi.org/10.1016/j.eswa.2012.04.018
Purvis, A., Aspden, L., Bannister, P., & Helm, P. (2011). Assessment strategies to support higher level learning in blended delivery. Innovations in Education and Teaching International, 48(1), 91-100. doi: 10.1080/14703297.2010.543767
Reed, H., Drijvers, P., & Kirschner, P. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & Education, 55(1), 1-15. doi: 10.1016/j.compedu.2009.11.012
Rodríguez, R., Gil, A.B., García, F.J., & López, R. (2008). SHARP Online: An Adaptive Hypermedia System Applied to Mathematical Problem Solving. Journal of Universal Computer Science, 14(19), 3099-3113.
Rosário, P., Lourenço, A., Olímpia-Paiva, M., Núñez, J.C., González-Pienda, J.A., & Valle, A. (2012). Autoeficacia y utilidad percibida como condiciones necesarias para un aprendizaje académico autorregulado. Anales de psicología, 28(1), 37-44.
Rosário, P., Mouräo, R., Núñez, J. C., González-Pineda, J., Solano, P. y Valle, A. (2007). Eficacia de un programa instruccional para la mejora de procesos y estrategias de aprendizaje en la enseñanza superior. Psicothema, 19(3), 422- 427.
Swanson, H.L. (1999). Instructional components that predict treatment outcomes for student with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research and Practice, 14(3), 129-140. doi: 10.1207/sldrp1403_1
Tamar, L., & Rivka, W. (2008). Teachers’ views on factors affecting effective integration of information technology in the classroom: developmental scenery. Journal of Technology and Teacher Education, 16(2), 233-263.
Valle, A., Núñez, J.C., Cabanach, R.G., Rodríguez, S., González-Pienda, J.A., & Rosario, P. (2009). Perfiles motivacionales en estudiantes de secundaria: análisis diferencial en estrategias cognitivas, estrategias de autorregulación y rendimiento académico. Revista Mexicana de Psicología, 26(1), 113-124.
Walker, A., Recker, M., Ye, L., Robertshaw, M.B., Sellers, L., & Leary, H. (2012). Comparing technology-related teacher professional development designs: a multilevel study of teacher and student impacts. Etryd-educational Technology Research and Development, 60(3), 421-444. doi: 10.1007/s11423-012-9243-8.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical, background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. doi: 10.3102/0002831207312909
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. The works are published in the online edition of the journal under a Creative Commons Reconocimiento-CompartirIgual 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.
