Does Comparing Informal and Formal Procedures Promote Mathematics Learning? The Benefits of Bridging Depend on Attitudes toward Mathematics

Autor/inn/en	Hattikudur, Shanta; Sidney, Pooja G.; Alibali, Martha W.
Titel	Does Comparing Informal and Formal Procedures Promote Mathematics Learning? The Benefits of Bridging Depend on Attitudes toward Mathematics
Quelle	In: Journal of Problem Solving, 9 (2016) 1, S.13-27, Artikel 2 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-6246
DOI	10.7771/1932-6246.1180
Schlagwörter	Mathematics Education; Problem Solving; Student Attitudes; Mathematics Skills; College Mathematics; Equations (Mathematics); Algebra; Teaching Methods; Comparative Analysis; Sequential Learning; Mathematics Instruction; Undergraduate Students; Pretests Posttests; Mathematics Tests; Attitude Measures + Suchen Sie Ihr Suchwort? Mathematische Bildung; Problemlösen; Schülerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Equations; Mathematics; Gleichungslehre; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktische Sequenzierung; Lernsequenz; Mathematics lessons; Mathematikunterricht
Abstract	Students benefit from learning multiple procedures for solving the same or related problems. However, past research on comparison instruction has focused on comparing multiple formal procedures. This study investigated whether the benefits of comparing procedures extend to comparisons that involve informal and formal procedures. We also examined how learner characteristics, including prior knowledge and attitudes toward mathematics, affect learning from comparing procedures. We addressed these issues in college students' learning procedures for solving systems of equations problems in algebra. Learners who liked mathematics learned equally well whether they received comparison or sequential instruction. However, among learners who did not like mathematics, instruction that included support for comparisons between the formal and informal procedures led to greater gains in conceptual knowledge than did sequential instruction of the procedures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01