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Article de revue:
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ID no. (ISBN etc.): 0022-0663
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Clé de citation BibTeX: RittleJohnson2007
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Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? an experimental study on learning to solve equations. Journal of educational psychology, 99(3), pp. 561–574.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:03 Dernièrement modifiée par: Sterenn Audo 2008-02-14 10:31:11
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Catégories: Apprentissage mathématiques, concept, Full text
Descripteurs: concepts, conceptual (declarative) knowledge, Knowledge Level, Learning, learning processes, Mathematics (Concepts), mathematics concepts, Mathematics Education, Procedural Knowledge
Auteurs: Rittle-Johnson, Star
Collection: Journal of educational psychology
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Nombre de vues: 331
Popularité: 30.06%
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Résumé
Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grade students to learn about algebra equation solving by either (a) comparing and contrasting alternative solution methods or (b) reflecting on the same solution methods one at a time. At posttest, students in the compare group had made greater gains in procedural knowledge and flexibility and comparable gains in conceptual knowledge. These findings suggest potential mechanisms behind the benefits of comparing contrasting solutions and ways to support effective comparison in the classroom. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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