Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections among Multiple Graphical Representations

Autor/inn/en	Rau, Martina A.; Aleven, Vincent; Rummel, Nikol
Titel	Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections among Multiple Graphical Representations
Quelle	In: Journal of Educational Psychology, 109 (2017) 3, S.355-373 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000145
Schlagwörter	Elementary School Students; Grade 4; Grade 5; Learning; Comprehension; Intelligent Tutoring Systems; Fractions; Mathematics Instruction; Elementary School Mathematics; Path Analysis; Visual Aids; Instructional Effectiveness; Achievement Gains; Mathematics Achievement; Pennsylvania + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lernen; Verstehen; Verständnis; Intelligentes Tutorsystem; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Pfadanalyse; Anschauungsmaterial; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Prior research shows that multiple representations can enhance learning, provided that students make connections among them. We hypothesized that support for connection making is most effective in enhancing learning of domain knowledge if it helps students both in making sense of these connections and in becoming perceptually fluent in making connections. We tested this hypothesis in an experiment with 428 4th- and 5th-grade students who worked with different versions of an intelligent tutoring system for fractions learning. Results did not show main effects for sense-making or fluency-building support but an interaction effect, such that a combination of sense-making and fluency-building support is most effective in enhancing fractions knowledge. Causal path analysis of log data from the system shows that sense-making support enhances students' benefit from fluency-building support, but fluency-building support does not enhance their benefit from sense-making support. Our results suggest that both understanding of connections and perceptual fluency in connection making are critical aspects of learning of domain knowledge with multiple graphical representations. Findings from the causal path analysis lead to the testable prediction that instruction should provide sense-making support and fluency-building support for connection making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01