Delayed benefits of learning elementary algebraic transformations through contrasted comparisons.

Autor/inn/en	Ziegler, Esther; Stern, Elsbeth
Titel	Delayed benefits of learning elementary algebraic transformations through contrasted comparisons. Gefälligkeitsübersetzung: Verzögerter Nutzen beim Lernen elementarer algebraischer Transformationen durch kontrastierte Vergleiche.
Quelle	In: Learning and instruction, (2014) 33, S. 131-146Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.04.006
Schlagwörter	Begriff; Schule; Lernen; Algebra; Mathematik; Mathematikunterricht; Leistung; Strategie
Abstract	Investigated the effects of contrast comparisons on learning elementary algebraic transformations. A total of 226 sixth graders (mean age 12 years) participated in two experiments. In both experiments, participants were assigned to one of two self-learning groups in which they completed worksheets in four training sessions that were comprised of worked examples and a self-explanation section in which students were instructed to write down how such problems are solved, trial tasks, and learning tests. In the contrast group, multiplication and addition problems were intermixed, whereas in the sequential group, students received only addition problems followed by multiplication problems. At 1-day, 1-week, and 3-month follow-up participants completed algebraic transformation tests in which they simplified algebraic expressions and algebraic transformation explanation tests. Results showed that participants in the self-learning groups performed worse on learning tests during training; however, they outperformed the sequential group at the follow-up tests. It is argued that contrasted comparisons may result in improved long-term learning of algebraic transformations. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3