id: 06589163
dt: a
an: 2016c.00404
au: Reichersdorfer, Elisabeth; Vogel, Freydis; Fischer, Frank; Kollar, Ingo;
Reiss, Kristina; Ufer, Stefan
ti: Different collaborative learning settings to foster mathematical
argumentation skills.
so: Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International
Group for the Psychology of Mathematics Education “Opportunities to
learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22,
2012, Vol. 3. Taipei: National Taiwan Normal University. 345-352
(2012).
py: 2012
pu: Taipei: National Taiwan Normal University
la: EN
cc: D40 E50 D50
ut: argumentation skills; collaborative learning; interventions; worked
examples; problem solving
ci:
li:
ab: Summary: Since mathematical argumentation skills comprise both, skills
genuine to mathematics of differing complexity, and general abilities
in argumentation, domain-general as well as domain-specific
interventions, can be expected to have a positive effect on its
acquisition. In a collaborative learning setting, we combined both
interventions, heuristic worked examples vs. problem solving with
collaboration script vs. no script support. Results of this
experimental study with 119 teacher students indicate that, in
collaborative settings, heuristic worked examples are more effective
for the acquisition of low-level argumentation skills, whereas solving
corresponding problems is more effective for high-level argumentation
skills. Structuring the collaboration by a script did not affect the
acquisition of domain-specific argumentation skills significantly.
rv: