How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters
How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters
复制标题
当工作记忆很重要时，如何结合脚本和启发式协作工作示例来促进数学论证
DOI：
10.1007/s11412-017-9260-z
复制
发表时间：
2017
影响因子：
4.3
通讯作者：
Fischer
中科院分区：
文献类型：
--
作者：
Schwaighofer;Kollar;Terwedow;Ottinger;Fischer
数学论证技能（MAS）被认为是数学学习的重要成果，特别是在中学和高等教育中。由于 MAS 很复杂，支持其获取的有效方法可能需要组合不同的支架。然而，如何组合不同的支架是一个微妙的问题，因为为学习者提供多个支架可能会让人不知所措，特别是当这些支架在学习过程中同时呈现并且当学习者的个人学习先决条件不理想时。因此，本研究调查了引入两个支架的呈现顺序（首先是协作脚本与首先是启发式工作示例）以及主要呈现支架的衰落（衰落与无衰落）对大学预科数学课程参与者获得对话和辩证 MAS 的影响。此外，我们还探讨了先验知识和工作记忆容量如何调节影响。总体而言，108 名大学新生在四次治疗中两人一组完成数学证明任务。结果表明，协作脚本的呈现顺序和启发式工作示例对对话和辩证 MAS 没有影响。然而，最初引入的支架的褪色对对话 MAS 产生了积极的主要影响。就辩证 MAS 而言，对于工作记忆容量较低的学习者来说，在第一次呈现协作脚本时淡化它是最有效的。协作脚本最初可能适合支持辩证 MAS，但当稍后与启发式工作示例相结合时，对于工作记忆容量较低的学习者来说可能会感到不知所措。
Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining different scaffolds. However, how to combine different scaffolds is a delicate issue, as providing learners with more than one scaffold may be overwhelming, especially when these scaffolds are presented at the same time in the learning process and when learners’ individual learning prerequisites are suboptimal. The present study therefore investigated the effects of the presentation sequence of introducing two scaffolds (collaboration script first vs. heuristic worked examples first) and the fading of the primarily presented scaffold (fading vs. no fading) on the acquisition of dialogic and dialectic MAS of participants of a preparatory mathematics course at university. In addition, we explored how prior knowledge and working memory capacity moderated the effects. Overall, 108 university freshmen worked in dyads on mathematical proof tasks in four treatment sessions. Results showed no effects of the presentation sequence of the collaboration script and heuristic worked examples on dialogic and dialectic MAS. Yet, fading of the initially introduced scaffold had a positive main effect on dialogic MAS. Concerning dialectic MAS, fading the collaboration script when it was presented first was most effective for learners with low working memory capacity. The collaboration script might be appropriate to initially support dialectic MAS, but might be overwhelming for learners with lower working memory capacity when combined with heuristic worked examples later on.
登录
查看更多内容
影响因子：
--
作者：
A. King
通讯作者：
A. King
协同作用：分布式脚手架新兴模式的补充
影响因子：
3.8
作者：
Iris Tabak
通讯作者：
Iris Tabak
短路还是超导体？小组构成对成绩优异的学生科学评估表现的影响
DOI：
--
发表时间：
2002
期刊：
影响因子：
--
作者：
N. Webb;Kariane Mari Nemer;S. Zuniga
通讯作者：
S. Zuniga
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
影响因子：
6.2
作者：
Kollar;Reichersdorfer;Fischer
通讯作者：
Fischer
复杂学习背景下的执行功能：可塑性调节器？
影响因子：
1.9
作者：
M. Schwaighofer;M. Bühner;F. Fischer
通讯作者：
F. Fischer