The Psychophysics of Algebra Expertise: Mathematics Perceptual Learning Interventions Produce Durable Encoding Changes [Konferenzbericht] Paper presented at the Annual Meeting of the Cognitive Science Society (36th, Que´bec City, Canada, Jul 23-26, 2014).

Autor/inn/en	Bufford, Carolyn A.; Mettler, Everett; Geller, Emma H.; Kellman, Philip J.
Titel	The Psychophysics of Algebra Expertise: Mathematics Perceptual Learning Interventions Produce Durable Encoding Changes [Konferenzbericht] Paper presented at the Annual Meeting of the Cognitive Science Society (36th, Que´bec City, Canada, Jul 23-26, 2014).
Quelle	(2014), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Expertise; Perceptual Motor Learning; Intervention; Mathematics Instruction; Cognitive Processes; Undergraduate Students; College Mathematics; Accuracy; Equations (Mathematics); Pretests Posttests; Instructional Effectiveness; Transformations (Mathematics); California + Suchen Sie Ihr Suchwort? Expert appraisal; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Mathematics lessons; Mathematikunterricht; Cognitive process; Kognitiver Prozess; Equations; Mathematics; Gleichungslehre; Unterrichtserfolg; Transformationstheorie; Kalifornien
Abstract	Mathematics requires thinking but also pattern recognition. Recent research indicates that perceptual learning (PL) interventions facilitate discovery of structure and recognition of patterns in mathematical domains, as assessed by tests of mathematical competence. Here we sought direct evidence that a brief perceptual learning module (PLM) produces changes in basic information extraction. Accuracy and speed of undergraduate participants' encoding of equations was assessed in a psychophysical task at pretest and delayed posttest. In between, the experimental group completed an "Algebraic Transformations PLM," which involved identifying valid transformations of equations. Relative to controls, PLM participants showed reliable changes in encoding equations, detectable psychophysically 24 hours later. Encoding improvements were shown robustly by participants who were initially less proficient at algebra and were negligible for participants who were initially proficient. These results provide direct evidence for durable changes in information encoding produced by a PL intervention targeting a complex mathematical skill. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01