| Abstract |
We present a study which was carried out with teacher students of mathematics. They were asked to create either dictionary articles or concept maps for terms from an introductory lecture in their first semester. Based on the students’ submissions, we investigate whether there is a difference in the learning outcomes between the two tasks and also whether the technical means used to solve these tasks influence the students’ engagement in the tasks, i.e., whether they chose digital tools or handwriting to complete them. The analysis presented here is based on a first annotated subset of our data and provides preliminary results on our research questions. We show that digital tools seem to be more appropriate to motivate a deeper exploration of the domain. In addition, our analysis suggests that dictionary articles and concept maps motivate different cognitive approaches to the domain, depending on whether the focus is on the concepts themselves or on the possible relations between them. |
| BibTex |
@inproceedings{euralex_2024_paper_58,
address = {Cavtat},
title = {Mathematics Students as Lexicographers – Learning Domain Concepts and Their Relations by Designing Dictionary Articles and Concept Maps},isbn = {978-953-7967-77-2},
shorttitle = {Euralex 2024},
url = {},
language = {eng},
booktitle = {Lexicography and Semantics. Proceedings of the XXI EURALEX International Congress},
publisher = {Institut za hrvatski jezik},
author = {Kruse, Theresa and Heid, Ulrich and Schmidt-Thieme, Barbara},
editor = {Despot, Kristina Š. and Ostroški Anić, Ana and Brač, Ivana},
year = {2024},
pages = {711-719}
} |
