
06287501
j
2014c.00422
Kollar, Ingo
Ufer, Stefan
Reichersdorfer, Elisabeth
Vogel, Freydis
Fischer, Frank
Reiss, Kristina
Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement.
Learn. Instr. 32, 2236 (2014).
2014
Elsevier, Amsterdam; European Association for Research on Learning and Instruction (EARLI), Leuven
EN
D49
D39
E59
C39
mathematical argumentation skills
collaboration scripts
heuristic worked examples
synergistic scaffolding
general prior achievement
doi:10.1016/j.learninstruc.2014.01.003
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 twoweeks preparatory course for beginning mathematics teacher students ($N=101$). Mathematical argumentation skills were conceptualized as consisting of an individualmathematical and a socialdiscursive component. Results indicated positive effects of both scaffolds on the socialdiscursive component. Moreover, the effects of both scaffolds on both components were dependent on learners' prior achievement (highschool 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 processbased 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.