id: 06287501
dt: j
an: 2014c.00422
au: Kollar, Ingo; Ufer, Stefan; Reichersdorfer, Elisabeth; Vogel, Freydis;
Fischer, Frank; Reiss, Kristina
ti: Effects of collaboration scripts and heuristic worked examples on the
acquisition of mathematical argumentation skills of teacher students
with different levels of prior achievement.
so: Learn. Instr. 32, 22-36 (2014).
py: 2014
pu: Elsevier, Amsterdam; European Association for Research on Learning and
Instruction (EARLI), Leuven
la: EN
cc: D49 D39 E59 C39
ut: mathematical argumentation skills; collaboration scripts; heuristic worked
examples; synergistic scaffolding; general prior achievement
ci:
li: doi:10.1016/j.learninstruc.2014.01.003
ab: Summary: A challenging demand for mathematics teacher students is to
produce acceptable scientific mathematical argumentations. We
investigated to what extent mathematics teacher students with different
levels of prior achievement who collaborated in dyads can be supported
in their development of mathematical argumentation skills by two
different instructional approaches that were systematically varied in a
$2\times 2$-factorial design: collaboration scripts (with vs. without)
and heuristic worked examples vs. problem solving. An experimental
study was run in the context of a two-weeks preparatory course for
beginning mathematics teacher students ($N=101$). Mathematical
argumentation skills were conceptualized as consisting of an
individual-mathematical and a social-discursive component. Results
indicated positive effects of both scaffolds on the social-discursive
component. Moreover, the effects of both scaffolds on both components
were dependent on learnersâ€™ prior achievement (high-school GPA).
Heuristic worked examples and collaboration scripts were particularly
effective in the facilitation of mathematical argumentation skills for
teacher students with higher general learning prerequisites. Possible
process-based explanations for this pattern of results as well as ways
to more specifically address the needs of teacher students with lower
prior achievement are discussed.
rv: