Concreteness Fading of Algebraic Instruction: Effects on Learning

Autor/inn/en	Ottmar, Erin; Landy, David
Titel	Concreteness Fading of Algebraic Instruction: Effects on Learning
Quelle	In: Journal of the Learning Sciences, 26 (2017) 1, S.51-78 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2016.1250212
Schlagwörter	Mathematics Instruction; Algebra; Outcomes of Education; Learning Processes; Learning Strategies; Perceptual Motor Learning; Hypothesis Testing; Scaffolding (Teaching Technique); Educational Experiments; Mathematics Achievement; Intervention; Symbols (Mathematics); Secondary School Mathematics; Middle School Students; Grade 7; Suburban Schools; Problem Solving; Handheld Devices; Error Correction; Error Patterns; Feedback (Response); Accuracy; Questionnaires; Correlation; Statistical Analysis; Retention (Psychology); Cognitive Processes; Difficulty Level; Mathematics Anxiety; Self Efficacy; Surveys; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Hypothesenprüfung; Hypothesentest; Schulversuch; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Problemlösen; Korrektur; Fehlertyp; Fragebogen; Korrelation; Statistische Analyse; Merkfähigkeit; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Self-efficacy; Selbstwirksamkeit; Survey; Umfrage; Befragung
Abstract	Learning algebra is difficult for many students in part because of an emphasis on the memorization of abstract rules. Algebraic reasoners across expertise levels often rely on perceptual-motor strategies to make these rules meaningful and memorable. However, in many cases, rules are provided as patterns to be memorized verbally, with little overt perceptual support. Although most work on concreteness focuses on conceptual support through examples or analogies, here we consider "notational concreteness"--perceptual-motor supports that provide access into the dynamic structure of a representation itself. We hypothesize that perceptual support may be maximally beneficial as an initial scaffold to learning so that later static symbol use may be interpreted using a dynamic perspective. This hypothesis meshes with other findings using concrete analogies or examples, which often find that fading these supports over time leads to stronger learning outcomes. In an experiment exploring this hypothesis, we compared gains from the fading out of dynamic concrete physical motion of symbols during instruction with the introduction of motion over the course of instruction. In line with our theoretical perspective, concreteness fading led to significantly better achievement than concreteness introduction after Day 2 of the intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01