"Wait for It . . ." Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study

Autor/inn/en	Loehr, Abbey Marie; Fyfe, Emily R.; Rittle-Johnson, Bethany
Titel	"Wait for It . . ." Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study
Quelle	In: Journal of Problem Solving, 7 (2014) 1, Artikel 5 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-6246
DOI	10.7771/1932-6246.1166
Schlagwörter	Problem Solving; Mathematics Instruction; Elementary School Students; Elementary School Mathematics; Knowledge Level; Teaching Methods; Mathematical Concepts; Pretests Posttests; Equations (Mathematics); Grade 2; Coding; Concept Formation; Intervention; Hypothesis Testing; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Equations; Mathematics; Gleichungslehre; School year 02; 2. Schuljahr; Schuljahr 02; Codierung; Programmierung; Concept learning; Begriffsbildung; Hypothesenprüfung; Hypothesentest
Abstract	Engaging learners in exploratory problem-solving activities prior to receiving instruction (i.e., explore-instruct approach) has been endorsed as an effective learning approach. However, it remains unclear whether this approach is feasible for elementary-school children in a classroom context. In two experiments, second-graders solved mathematical equivalence problems either before or after receiving brief conceptual instruction. In Experiment 1 (n = 41), the explore-instruct approach was less effective at supporting learning than an instruct-solve approach. However, it did not include a common, but often overlooked feature of an explore-instruct approach, which is provision of a knowledge-application activity after instruction. In Experiment 2 (n = 47), we included a knowledge-application activity by having all children check their answers on previously solved problems. The explore-instruct approach in this experiment led to superior learning than an instruct-solve approach. Findings suggest promise for an explore-instruct approach, provided learners have the opportunity to apply knowledge from instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01