#Music math notes answers update#
#Music math notes answers series#

#Music math notes answers update#

As a tutoring session progresses, the tutor will dynamically update his or her conception of what the student knows and does not know. H owever, they nonetheless construct and dynamically update a normative mental representation of students’ grasp of the domain content under discussion, as reflected in tutors’ adaptive responses to students’ need for scaffolding or remediation (Fox, 1988 Katz, Allbritton, & Connelly, 2003). Human tutors do not carry out detailed diagnoses of student knowledge (Putnam, 1987) and their assessments of students’ knowledge deficits are often inaccurate (M.T.H. Although our results did not confirm interaction effects, the additional objective observation of one third of the learning groups (6 out of 18) yielded a different picture: In supported groups, co-learners exchanged knowledge in a more intended way and chose a better order of talking about topics, both indicating an added value of providing the learners cognitive information. Thus, we conducted an experimental study in a real classroom setting using a 2 × 2 mixed design to investigate the effects of support in knowledge-complementary groups (with/without cognitive group awareness) and the level of co-learners’ knowledge (high/low) on self-assessed communication behavior. Although a combination of both seems obvious, its benefits have not yet been investigated. The latter may indicate the need for aligning the game objectives with learning goals in order to ensure that educational games indeed prioritize learning.Įxisting research covers the positive impact of two significant support measures on reciprocal knowledge exchange in small groups: grouping learners with complementary knowledge and enhancing the awareness on co-learners by providing cognitive information on them (cognitive group awareness). The former does not confirm related research and it may suggest that the group formation impact on learning gains depends largely on the context. The results indicate that homogeneous groups outperformed heterogeneous groups in terms of learning gains but heterogeneous groups achieved better results in terms of game score than homogeneous groups. We formed groups based on students’ background knowledge in math and we explored the impact of group formation with respect to students’ background knowledge on learning gains – as assessed in pre and post knowledge tests – and game score.

The workshops took place in the form of a tournament where groups of students worked together to win sets of music and math rounds.

#Music math notes answers series#

In particular, our goal was to support students in practicing math skills using music in a series of workshops.

The study aimed to explore the use of a digital application for the design and orchestration of collaborative, game-based learning activities for STEAM and to study the impact of group formation with respect to students’ background knowledge. In this paper we present a study that took place in an elementary school in Mexico.