Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement
Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement
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协作脚本和启发式工作实例对不同成绩水平师生数学论证技能习得的影响
DOI：
10.1016/j.learninstruc.2014.01.003
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发表时间：
2014
影响因子：
6.2
通讯作者：
Fischer
中科院分区：
文献类型：
--
作者：
Kollar;Reichersdorfer;Fischer
对数学师范生来说，一个具有挑战性的要求是能够产生可接受的科学数学论证。我们调查了在2×2因素设计中系统不同的两种教学方法在多大程度上支持在二元组中合作的具有不同先前成就的数学教师学生的数学论证技能的发展：合作脚本(有与没有)和启发式样例与问题解决。一项实验研究是在为期两周的初任数学教师学生预备课程(N=6101)的背景下进行的。数学论证技能被概念化为由个人-数学和社会-论述组成。结果表明，两种支架对社会话语成分都有积极的影响。此外，两种支架对这两个部分的影响取决于学习者以前的成绩(高中平均绩点)。启发式样例和协作脚本在促进具有较高一般学习先决条件的师范生的数学论证技能方面特别有效。讨论了对这种结果模式的可能的基于过程的解释，以及更具体地解决先前成绩较低的师范生的需求的方法。
A challenging demand for mathematics teacher students is to produce acceptable scientific mathematical argumentations. We investigated to what extent mathematics teacher students with different levels of prior achievement who collaborated in dyads can be supported in their development of mathematical argumentation skills by two different instructional approaches that were systematically varied in a 2 × 2-factorial design: collaboration scripts (with vs. without) and heuristic worked examples vs. problem solving. An experimental study was run in the context of a two-weeks preparatory course for beginning mathematics teacher students (N= 101). Mathematical argumentation skills were conceptualized as consisting of an individual-mathematical and a social-discursive component. Results indicated positive effects of both scaffolds on the social-discursive component. Moreover, the effects of both scaffolds on both components were dependent on learners' prior achievement (high-school GPA). Heuristic worked examples and collaboration scripts were particularly effective in the facilitation of mathematical argumentation skills for teacher students with higher general learning prerequisites. Possible process-based explanations for this pattern of results as well as ways to more specifically address the needs of teacher students with lower prior achievement are discussed.
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