The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index.
Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.
Abstract
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.
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Cited by
Rittle-Johnson, B., & Star, J. R. (2009) · Journal of Educational Psychology · doi:10.1037/a0014224 · Cited by 284
Self-citationWestern University, Sedig, K., Parsons, P., & Western University (2013) · AIS Transactions on Human-Computer Interaction · doi:10.17705/1thci.00055 · Cited by 145
Students learn more when their teacher has learned to gesture effectively
Alibali, M. W., Young, A. G., Crooks, N. M., Yeo, A., Wolfgram, M. S., Ledesma, I. M., Nathan, M. J., Breckinridge Church, R., & Knuth, E. J. (2013) · Gesture · doi:10.1075/gest.13.2.05ali · Cited by 101
The Nature of Learning: Using Research to Inspire Practice
OECD (2010) · Educational Research and Innovation · doi:10.1787/9789264086487-5-en · Cited by 61
A Schema-Based Instructional Design Model for Self-Paced Learning Environments
Jung, E., Lim, R., & Kim, D. (2022) · Education Sciences · doi:10.3390/educsci12040271 · Cited by 46
Metadata
- Authors
- Rittle-Johnson, B., & Star, J. R.
- Venue
- Journal of Educational Psychology
- Published
- 2007-08
- Volume
- 99
- Issue
- 3
- Pages
- 561-574
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2134870162
- Cited by
- 536
- References
- 46
- FWCI
- 26.56
- Type
- journal article
- Language
- en
- Open access
- closed
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