You are here:

Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement
ARTICLE

, , University of Munich, Germany ; , Technische Universität München, Germany ; , , University of Munich, Germany ; , Technische Universität München, Germany

Learning and Instruction Volume 32, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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 × 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 two-weeks preparatory course for beginning mathematics teacher students (

Citation

Kollar, I., Ufer, S., Reichersdorfer, E., Vogel, F., Fischer, F. & Reiss, K. (2014). Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. Learning and Instruction, 32(1), 22-36. Elsevier Ltd. Retrieved August 10, 2022 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2014.01.003

Keywords