Does comparing solution methods facilitate conceptual and procedural knowledge?: An experimental study on learning to solve equations

• Autores: Bethany Rittle-Johnson, Jon R. Star
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 99, Nº. 3, 2007, págs. 561-574
• Idioma: inglés
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• Dialnet Métricas: 9 Citas
• Resumen

  • 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. (