Enhancing Conceptual Knowledge in Early Algebra through Scaffolding Diagrammatic Self-Explanation

Autor/inn/en	Nagashima, Tomohiro; Bartel, Anna N.; Silla, Elena M.; Vest, Nicholas A.; Alibali, Martha W.; Aleven, Vincent
Titel	Enhancing Conceptual Knowledge in Early Algebra through Scaffolding Diagrammatic Self-Explanation
Quelle	(2020), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Teaching Methods; Visual Aids; Concept Formation; Mathematical Concepts; STEM Education; Scaffolding (Teaching Technique); Grade 5; Grade 6; Intelligent Tutoring Systems; Prior Learning; Equations (Mathematics); Problem Solving; Comparative Analysis; Instructional Effectiveness; Learning Processes; Mathematics Instruction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Concept learning; Begriffsbildung; STEM; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Intelligentes Tutorsystem; Vorkenntnisse; Equations; Mathematics; Gleichungslehre; Problemlösen; Unterrichtserfolg; Learning process; Lernprozess; Mathematics lessons; Mathematikunterricht
Abstract	Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students "explain" their problem-solving steps in the form of diagrams. We used contrasting cases to support students' sense-making between algebraic equations and diagrams in the self-explanation activity. We conducted a classroom experiment with 41 students in grades 5 and 6 to test the effectiveness of this strategy when embedded in an Intelligent Tutoring System for algebra. We found that scaffolded diagrammatic self-explanation enhanced conceptual knowledge for students who did not have prior knowledge of formal equation-solving strategies. The study is the first experimental study showing that visual representations can enhance conceptual knowledge in early algebra. [This paper was published in: "ICLS 2020 Proceedings," ISLS, 2020, pp. 35-42.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01