Helping Teachers to Use and Students To Learn From Contrasting Examples: A Scale-up Study in Algebra I

星星和里特尔-约翰逊在课堂上进行的几项小规模实验研究证明了比较在数学学习中的价值：通过比较和对比替代解决方案方法来学习的学生在概念知识、程序知识和灵活性方面的收获比那些一次只学习一种相同解决方案方法的学生要大。本研究将通过开发、试点和评估比较对学生在全年代数课程中数学学习的影响来扩展先前的工作。60名代数I教师将参加一项采用延迟治疗设计的对比示例教学方法的随机对照试验。

Several small-scale experimental studies in classrooms by Star and Rittle-Johnson demonstrate the value of comparison in mathematics learning: Students who learned by comparing and contrasting alternative solution methods made greater gains in conceptual knowledge, procedural knowledge, and flexibility than those who studied the same solution methods one at a time. This study will extend that prior work by developing, piloting, and then evaluating the impact of comparison on students' learning of mathematics in a full-year algebra course. Sixty Algebra I teachers will participate in a randomized controlled trial of the contrasting-examples instructional approach, using a delayed treatment design.