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
Ingo Kollar, Stefan Ufer, University of Munich, Germany ; Elisabeth Reichersdorfer, Technische Universität München, Germany ; Freydis Vogel, Frank Fischer, University of Munich, Germany ; Kristina Reiss, 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 https://www.learntechlib.org/p/200043/.
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