Compared with What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving

Autor/inn/en	Rittle-Johnson, Bethany; Star, Jon R.
Titel	Compared with What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving
Quelle	In: Journal of Educational Psychology, 101 (2009) 3, S.529-544 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0014224
Schlagwörter	Mathematics Education; Educational Psychology; Equations (Mathematics); Knowledge Level; Mathematical Concepts; Concept Formation; Comparative Analysis; Grade 7; Grade 8; Problem Solving; Middle School Students; Mathematics Skills + Suchen Sie Ihr Suchwort? Mathematische Bildung; Erziehungspsychologie; Pädagogische Psychologie; Equations; Mathematics; Gleichungslehre; Wissensbasis; Concept learning; Begriffsbildung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Researchers in both cognitive science and mathematics education emphasize the importance of comparison for learning and transfer. However, surprisingly little is known about the advantages and disadvantages of what types of things are being compared. In this experimental study, 162 seventh- and eighth-grade students learned to solve equations (a) by comparing equivalent problems solved with the same solution method, (b) by comparing different problem types solved with the same solution method, or (c) by comparing different solution methods to the same problem. Students' conceptual knowledge and procedural flexibility were best supported by comparing solution methods and to a lesser extent by comparing problem types. The benefits of comparison are augmented when examples differ on relevant features, and contrasting methods may be particularly useful in mathematics learning. (Contains 3 figures, 8 tables, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10