Using Anticipatory Diagrammatic Self-Explanation to Support Learning and Performance in Early Algebra

Autor/inn/en	Nagashima, Tomohiro; Bartel, Anna N.; Yadav, Gautam; Tseng, Stephanie; Vest, Nicholas A.; Silla, Elena M.; Alibali, Martha W.; Aleven, Vincent
Titel	Using Anticipatory Diagrammatic Self-Explanation to Support Learning and Performance in Early Algebra
Quelle	(2021), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Mathematics Instruction; Algebra; Middle School Students; Problem Solving; Learning Strategies; Prior Learning; Scaffolding (Teaching Technique); Outcomes of Education; Intelligent Tutoring Systems; Visual Aids; Skill Development; Concept Formation; Evidence Based Practice; Blended Learning; Private Schools; Mathematical Concepts + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorkenntnisse; Lernleistung; Schulerfolg; Intelligentes Tutorsystem; Anschauungsmaterial; Kompetenzentwicklung; Qualifikationsentwicklung; Concept learning; Begriffsbildung; Private school; Privatschule
Abstract	Prior research shows that self-explanation promotes understanding by helping learners connect new knowledge with prior knowledge. However, despite ample evidence supporting the effectiveness of self-explanation, an instructional design challenge emerges in how best to scaffold self-explanation. In particular, it is an open challenge to design self- explanation support that simultaneously facilitates performance and learning outcomes. Towards this goal, we designed anticipatory diagrammatic self-explanation, a novel form of self-explanation embedded in an Intelligent Tutoring System (ITS). In our ITS, anticipatory diagrammatic self-explanation scaffolds learners by providing visual representations to help learners predict an upcoming strategic step in algebra problem solving. A classroom experiment with 108 middle-school students found that anticipatory diagrammatic self-explanation helped students learn formal algebraic strategies and significantly improve their problem-solving performance. This study contributes to understanding of how self-explanation can be scaffolded to support learning and performance. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01