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| Autor/inn/en | Hodds, Mark; Alcock, Lara; Inglis, Matthew |
|---|---|
| Titel | Self-Explanation Training Improves Proof Comprehension |
| Quelle | In: Journal for Research in Mathematics Education, 45 (2014) 1, S.62-101 (40 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8251 |
| Schlagwörter | Validity; Mathematical Logic; Mathematics Instruction; Logical Thinking; Comprehension; Undergraduate Students; Teaching Methods; Eye Movements; Reading Processes; Foreign Countries; College Mathematics; Computer Assisted Instruction; United Kingdom |
| Abstract | In this article we report 3 experiments demonstrating that a simple booklet containing self-explanation training, designed to focus students' attention on logical relationships within a mathematical proof, can significantly improve their proof comprehension. Experiment 1 demonstrated that students who received the training generated higher quality explanations and performed better (effect size d = 0.950) on a comprehension test. Experiment 2 demonstrated that self-explanation training increased students' cognitive engagement and the frequency with which they moved their attention around a proof. Experiment 3 demonstrated that a 15-minute in-lecture self-study intervention improved students' proof comprehension and that the effect persisted over time. Thus, we argue that transition to proof courses should incorporate self-explanation training. (As Provided). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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