Are Representations to Be Provided or Generated in Primary Mathematics Education? Effects on Transfer

Autor/inn/en	Terwel, Jan; van Oers, Bert; van Dijk, Ivanka; van den Eeden, Pieter
Titel	Are Representations to Be Provided or Generated in Primary Mathematics Education? Effects on Transfer
Quelle	In: Educational Research and Evaluation, 15 (2009) 1, S.25-44 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Control Groups; Mathematics Education; Graphs; Grade 5; Elementary School Mathematics; Mathematics Curriculum; Mathematics Instruction; Pretests Posttests; Experimental Groups; Mathematical Concepts; Learning Strategies; Teaching Methods; Problem Solving; Transfer of Training; Learning Processes; Design; Cooperative Learning; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Mathematische Bildung; Grafische Darstellung; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Training; Transfer; Ausbildung; Learning process; Lernprozess; Kooperatives Lernen; Ausland; Niederlande
Abstract	With regard to transfer, is it better to provide pupils with ready-made representations or is it more effective to scaffold pupils' thinking in the process of generating their own representations with the help of peers and under the guidance of a teacher in a process of guided co-construction? The sample comprises 10 classes and 239 Grade 5 primary school students, age 10-11 years. A pretest-posttest control group research design was used. In the experimental condition, pupils were taught to construct representations collaboratively as a tool in the learning of percentages and graphs. Children in the experimental condition outperformed control children on the posttest and transfer test. Both high- and low-achieving pupils profited from the intervention. This study shows that children who learn to design are in a better position to understand pictures, graphs, and models. They are more successful in solving new, complex mathematical problems. (Contains 4 figures and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10