The Promise and Pitfalls of Making Connections in Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/inn/en	Fyfe, Emily R.; Alibali, Martha W.; Nathan, Mitchell J.
Titel	The Promise and Pitfalls of Making Connections in Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Secondary School Mathematics; Algebra; Learning Processes; Problem Solving; Mathematics Instruction; Video Technology; Multiplication; Mathematics Tests; Pretests Posttests; Scores; Correlation + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning process; Lernprozess; Problemlösen; Mathematics lessons; Mathematikunterricht; Multiplikation; Korrelation
Abstract	Making connections during math instruction is a recommended practice, but may increase the difficulty of the lesson. We used an avatar video instructor to qualitatively examine the role of linking multiple representations for 24 middle school students learning algebra. Students were taught how to solve polynomial multiplication problems, such as (2x + 5)(x + 2), using two representations. Students who viewed an explicit linking episode were more likely to make important connections, but less likely to exhibit problem-solving success than students who did not view the linking episode. Further, the quality of the connections made by the students was negatively related to subsequent problem solving and transfer. Thus, although focusing on connections may support rich understanding, it may decrease learning of solution methods. The results showcase the promise and pitfalls of making connections in mathematics. [For complete proceedings, see ED581294.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01