id: 06074978
dt: j
an: 2012e.00310
au: Rittle-Johnson, Bethany; Koedinger, Kenneth
ti: Iterating between lessons on concepts and procedures can improve
mathematics knowledge.
so: Br. J. Educ. Psychol. 79, No. 3, 483-500 (2009).
py: 2009
pu: Wiley (Wiley-Blackwell), Oxford / Hoboken, NJ; British Psychological
Society (BPS), Leicester
la: EN
cc: C73 U53
ut: mathematical applications; arithmetic; grade 6; intelligent tutoring
systems; instructional effectiveness; transfer of training
ci:
li: doi:10.1348/000709908X398106
ab: Summary: Background: Knowledge of concepts and procedures seems to develop
in an iterative fashion, with increases in one type of knowledge
leading to increases in the other type of knowledge. This suggests that
iterating between lessons on concepts and procedures may improve
learning. Aims: The purpose of the current study was to evaluate the
instructional benefits of an iterative lesson sequence compared to a
concepts-before-procedures sequence for students learning decimal
place-value concepts and arithmetic procedures. Samples: In two
classroom experiments, sixth-grade students from two schools
participated ($N = 77$ and 26). Method: Students completed six decimal
lessons on an intelligent-tutoring systems. In the iterative condition,
lessons cycled between concept and procedure lessons. In the
concepts-first condition, all concept lessons were presented before
introducing the procedure lessons. Results: In both experiments,
students in the iterative condition gained more knowledge of arithmetic
procedures, including ability to transfer the procedures to problems
with novel features. Knowledge of concepts was fairly comparable across
conditions. Finally, pre-test knowledge of one type predicted gains in
knowledge of the other type across experiments. Conclusions: An
iterative sequencing of lessons seems to facilitate learning and
transfer, particularly of mathematical procedures. The findings support
an iterative perspective for the development of knowledge of concepts
and procedures.
rv: