Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter

Autor/inn/en	Cooper, Jennifer L.; Sidney, Pooja G.; Alibali, Martha W.
Titel	Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter
Quelle	In: Applied Cognitive Psychology, 32 (2018) 1, S.24-38 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sidney, Pooja G.) ORCID (Alibali, Martha W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3371
Schlagwörter	Visual Aids; Problem Solving; Trigonometry; Undergraduate Students; Mathematics Skills; Student Attitudes; Instructional Effectiveness; Individual Differences + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Problemlösen; Trigonometrie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schülerverhalten; Unterrichtserfolg; Individueller Unterschied
Abstract	How do diagrams and illustrations affect mathematical problem solving? Past research suggests that diagrams should promote correct performance. However, illustrations may provide a supportive context for problem solving, or they may distract students with seductive details. Moreover, effects may not be uniform across student subgroups. This study assessed the effects of diagrams and illustrations on undergraduates' trigonometry problem solving. We used a 2 (Diagram Presence) × 2 (Illustration Presence) within-subjects design, and our analysis considered students' mathematics ability and attitudes towards mathematics. Participants solved problems more accurately when they included diagrams. This effect was stronger for students who had more positive mathematics attitudes, especially when there was an illustration present. Illustrations were beneficial for students with high mathematics ability but detrimental for students with lower ability. Considering individual differences in ability and attitude is essential for understanding the effects of different types of visual representations on problem solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01