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Synergistic scaffolding to foster mathematical argumentation competence: Sequencing and integrating heuristic worked examples and collaboration scripts

培养数学论证能力的协同支架：排序和集成启发式工作示例和协作脚本

基本信息

批准号：
127754019
负责人：
Professor Dr. Frank Fischer
金额：
--
依托单位：
Lehrstuhl für Psychologie
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2009
资助国家：
德国
起止时间：
2008-12-31 至 2017-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/127754019?language=en
关键词：
Synergistic scaffolding foster mathematical argumentation

项目摘要

During the first project phase, we investigated to what extent a combination of heuristic worked examples and collaboration scripts causes synergistic scaffolding effects with respect to a facilitation of individual-cognitive and social-discursive components of mathematical argumentation competence in a computer-supported collaborative learning environment. Results provided little evidence for such synergistic scaffolding effects. Therefore, the second project phase is planned to deal with the question what conditions need to be fulfilled for synergistic scaffolding to take place when heuristic worked examples and collaboration scripts are combined. Three studies are planned. In study II.1, we aim at developing and validating an instrument that is capable of measuring a holistic indicator of mathematical argumentation competence, based on individual-cognitive and social-discursive facets of mathematical argumentation competence. Study II.2, following a 2x2-factorial design, investigates the question whether synergistic scaffolding depends on a sequential presentation of the two interventions, and whether the intervention that was presented first needs to be continuously displayed after the second intervention is presented. Study II.3, finally, uses a 1x3-factorial design to investigate whether a collaboration script whose prompts are directly integrated into a heuristic worked example leads to better results concerning learning processes and outcomes of mathematical argumentation than a generic collaboration script or unscripted collaboration. Studies II.2 and II.3 will provide information on the sustainable and synergistic combination of two different scaffolds as well as empirically based knowledge on possibilities to foster mathematical argumentation skills at the start of university mathematics programmes.

在第一个项目阶段，我们调查在何种程度上启发式的工作实例和协作脚本的组合导致协同脚手架效应方面的促进个人认知和社会话语组件的数学论证能力在计算机支持的协作学习环境。结果提供了这样的协同支架效应的证据很少。因此，第二个项目阶段计划处理的问题，需要满足什么条件的协同脚手架发生时，启发式的工作实例和协作脚本相结合。计划进行三项研究。在研究II.1中，我们的目标是开发和验证一种工具，能够测量数学论证能力的整体指标，基于数学论证能力的个人认知和社会话语方面。研究II.2，2x2因子设计，调查的问题是否协同支架依赖于两个干预措施的顺序介绍，以及是否干预，首先提出需要连续显示后，第二次干预。研究II.3，最后，使用1x3因子设计，调查是否协作脚本的提示直接集成到一个启发式的工作例子导致更好的结果，关于学习过程和数学论证的结果比一般的协作脚本或无脚本的合作。研究二.2和研究二.3将提供关于两种不同支架的可持续和协同组合的信息，以及关于在大学数学课程开始时培养数学论证技能的可能性的基于经验的知识。