Electronic Proceedings of the 12^th Asian Technology Conference in Mathematics

Abstract for 12912

Beyond the Web-Based Cognitive and Interactive Metacognition

Interface within Teaching Similar Triangles

Authors: Hsiu Ju Chang

Affiliations: Taipei County Zih-Ciang Junior High School

Keywords: K-12 Level, cognitive,interactive,metacognition interface

Most of good performances of teaching and learning outcomes are

based on the suitable information management and communication

during the teaching and learning processes. Every educational

communication is not a simple thing which usually involves encoding

and decoding information from teaching and learning interface. The

interface maintains information which includes different views in

teaching, learning, developing, and administering to transmit and

receive criteria information and knowledge during teaching and

learning processes. However the transmitters and receivers are not

always skillful in expression and comprehension or not always

energetic enough to send or receive the information exactly.

Consequently, the losing information or misconception happened

commonly during each information communication. Similarly, while

instructor and learner communicate the concepts via the web pages in

the web-based educational system, the event of losing information

occurs in the same time. In other words, the communication interface

may not always maintain a good or suitable expression in each

concept or knowledge and the learners may not always skillful enough

to comprehend and receive the expressions via the interface. Then

the web-based teaching and learning communicated interface are not

always suitable for supporting, diagnosing and monitoring in

teaching and learning misconceptions. This paper presents a

Web-Based Cognitive and Interactive Metacognition Interface (WBCIMI)

to support learners and instructors to percept, monitor and

communicate the critical information and metacognition within

teaching similar triangles in web-based educational system. Teaching

scenario and empirical evaluation (N= 105, Grade 8, 14~15 years old,

from three classrooms) have been done to express multi-stage

supporting and multi-level detections of learner’s misconception to

detect and guide the metacognition of learners to show the WBCIMI is

available.