The Benefit of Combining Teacher-Direction with Contrasted Presentation of Algebra Principles

Autor/inn/en	Ziegler, Esther; Edelsbrunner, Peter A.; Stern, Elsbeth
Titel	The Benefit of Combining Teacher-Direction with Contrasted Presentation of Algebra Principles
Quelle	In: European Journal of Psychology of Education, 36 (2021) 1, S.187-218 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ziegler, Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-020-00468-3
Schlagwörter	Elementary School Mathematics; Mathematics Instruction; Elementary School Teachers; Elementary School Students; Teaching Methods; Independent Study; Algebra; Addition; Multiplication; Grade 6; Mathematics Skills; Thinking Skills; Sequential Approach + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Multiplikation; School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Schrittfolge
Abstract	Teacher-directed and self-directed learning have been compared across various contexts. Depending on the settings and the presentation of material, mixed benefits are found; the specific circumstances under which either condition is advantageous are unclear. We combined and reanalyzed data from two experimental studies investigating the effects of contrasted versus sequential presentation of materials on learning the principles of algebraic addition and multiplication in sixth-grade classrooms. In both studies, students were presented the same structured materials that differed only in whether the principles were explained by the teacher (n = 154) or inferred by the students (n = 91). We found short- and medium-term advantages of combining teacher-direction with contrasted presentation of algebra principles. An examination of aptitude-treatment interactions shows that particularly students with lower reasoning abilities benefited from teacher-direction in the demanding contrasted condition. Based on these findings, we discuss the particular circumstances under which teacher-directed instruction reveals its advantages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01