Does Generating Examples Aid Proof Production?

Autor/inn/en	Iannone, Paola; Inglis, Matthew; Mejia-Ramos, Juan Pablo; Simpson, Adrian; Weber, Keith
Titel	Does Generating Examples Aid Proof Production?
Quelle	In: Educational Studies in Mathematics, 77 (2011) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-011-9299-0
Schlagwörter	Undergraduate Students; Mathematics Education; Learning Strategies; Mathematical Concepts; Teaching Methods; Mathematical Logic; Validity; Researchers; Higher Education; Mathematics Instruction + Suchen Sie Ihr Suchwort? Mathematische Bildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical logics; Mathematische Logik; Gültigkeit; Researcher; Forscher; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematics lessons; Mathematikunterricht
Abstract	Many mathematics education researchers have suggested that asking learners to generate examples of mathematical concepts is an effective way of learning about novel concepts. To date, however, this suggestion has limited empirical support. We asked undergraduate students to study a novel concept by either tackling example generation tasks or reading worked solutions to these tasks. Contrary to suggestions in the literature, we found no advantage for the example generation group on subsequent proof production tasks. From a second study, we found that undergraduate students overwhelmingly adopt a trial and error approach to example generation and suggest that different example generation strategies may result in different learning gains. We conclude by arguing that the teaching strategy of example generation is not yet understood well enough to be a viable pedagogical recommendation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10