Developing procedural flexibility: are novices prepared to learn from comparing procedures?
Developing procedural flexibility: are novices prepared to learn from comparing procedures?
复制标题
培养程序灵活性：新手是否准备好从比较程序中学习？
DOI：
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复制
发表时间：
2012
影响因子：
3.7
通讯作者：
Kelley Durkin
中科院分区：
文献类型：
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作者：
Bethany Rittle;J. Star;Kelley Durkin
背景
问题解决领域的一个关键学习成果是程序灵活性的发展，学习者了解多种程序并适当地使用它们来解决一系列问题（例如，Verschaffel、Luwel、Torbeyns 和 Van Dooren，2009）。然而，学生常常无法成为数学中灵活的问题解决者。为了支持灵活性，许多国家的教学标准建议学生在教学早期就接触多种程序，并鼓励他们进行比较。
目标管理系统
相对于两种替代条件，我们通过实验评估了这种推荐的教学实践，以支持课堂教学中的程序灵活性。替代方案反映了延迟接触多种程序的常见教学实践，无论是否进行程序比较。
样品
来自两所公立学校的 8 年级学生 (N = 198) 被随机分配到不同的条件。学生们之前没有接受过多步方程求解的指导，而这是我们课程的主题。
方法
学生在数学课上学习了三种条件之一的多步方程求解，时间约为 3 小时。他们还完成了程序知识、程序灵活性和方程求解概念知识的前测、后测和 1 个月保留测试。
结果
即使在 1 个月的保留测试中，立即比较程序的新手也比那些没有立即比较程序的新手更能灵活地解决问题。尽管条件对概念性和程序性知识的直接影响有限，但更大的灵活性与这两种类型的更多知识相关。
结论
比较程序可以支持新手的灵活性，早期引入多个程序可能是一个重要原因。
BACKGROUND
A key learning outcome in problem-solving domains is the development of procedural flexibility, where learners know multiple procedures and use them appropriately to solve a range of problems (e.g., Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009). However, students often fail to become flexible problem solvers in mathematics. To support flexibility, teaching standards in many countries recommend that students be exposed to multiple procedures early in instruction and be encouraged to compare them.
AIMS
We experimentally evaluated this recommended instructional practice for supporting procedural flexibility during a classroom lesson, relative to two alternative conditions. The alternatives reflected the common instructional practice of delayed exposure to multiple procedures, either with or without comparison of procedures.
SAMPLE
Grade 8 students from two public schools (N= 198) were randomly assigned to condition. Students had not received prior instruction on multi-step equation solving, which was the topic of our lessons.
METHOD
Students learned about multi-step equation solving under one of three conditions in math class for about 3 hr. They also completed a pre-test, post-test, and 1-month-retention test on their procedural knowledge, procedural flexibility, and conceptual knowledge of equation solving.
RESULTS
Novices who compared procedures immediately were more flexible problem solvers than those who did not, even on a 1-month retention test. Although condition had limited direct impact on conceptual and procedural knowledge, greater flexibility was associated with greater knowledge of both types.
CONCLUSIONS
Comparing procedures can support flexibility in novices and early introduction to multiple procedures may be one important reason.
DOI：
10.1037//0096-3445.124.1.83
发表时间：
1995-03
期刊：
Journal of experimental psychology. General
影响因子：
--
作者：
P. Lemaire;R. Siegler
通讯作者：
P. Lemaire;R. Siegler