The Acquisition of Problem-Solving Skills in Mathematics: How Animations Can Aid Understanding of Structural Problem Features and Solution Procedures

Autor/inn/en	Scheiter, Katharina; Gerjets, Peter; Schuh, Julia
Titel	The Acquisition of Problem-Solving Skills in Mathematics: How Animations Can Aid Understanding of Structural Problem Features and Solution Procedures
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 38 (2010) 5, S.487-502 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-009-9114-9
Schlagwörter	Foreign Countries; Prerequisites; Task Analysis; Problem Solving; Word Problems (Mathematics); Mathematics Skills; Teaching Methods; Skill Development; Mathematics Instruction; High School Students; Algebra; Educational Technology; Animation; Multimedia Instruction; Instructional Design; Computer Assisted Instruction; Educational Experiments; Comparative Analysis; Instructional Effectiveness; Learning Strategies; Germany + Suchen Sie Ihr Suchwort? Ausland; Voraussetzung; Aufgabenanalyse; Problemlösen; Textaufgabe; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtsmedien; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Schulversuch; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Deutschland
Abstract	In this paper the augmentation of worked examples with animations for teaching problem-solving skills in mathematics is advocated as an effective instructional method. First, in a cognitive task analysis different knowledge prerequisites are identified for solving mathematical word problems. Second, it is argued that so called hybrid animations would be most effective for acquiring these prerequisites, because they show the continuous transition from a concrete, but superficial problem representation to a more abstract, mathematical problem model that forms a basis for solving a problem. An experiment was conducted, where N = 32 pupils from a German high school studied either only text-based worked examples explaining different problem categories from the domain of algebra or worked examples augmented with hybrid animations. Learners with hybrid animations showed superior problem-solving performance for problems of different transfer distance relative to those in the text-only condition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10