How Explanatory Activities Promote Children’s Learning from Multiple Solution Methods

DOI Web Site Web Site 3 Citations 7 References

Bibliographic Information

Other Title
  • 算数文章題の解法学習に対する複数解法説明活動の効果
  • 算数文章題の解法学習に対する複数解法説明活動の効果--混み具合比較課題を用いて
  • サンスウ ブンショウ ダイ ノ カイホウ ガクシュウ ニ タイスル フクスウカイホウ セツメイ カツドウ ノ コウカ コミ グアイ ヒカク カダイ オ モチイテ
  • —混み具合比較課題を用いて—

Search this article

Abstract

  The present study examines the impact of explanation activities on children’s learning from multiple solution methods to mathematics problems.  Participants were 189 fifth-grade students.  In Study 1, the children learned how to compare intensive quantity by either (a) explaining multiple solution methods, that is, an informal solution method and a formal one, (b) explaining the formal solution method twice, (c) evaluating the multiple (informal and formal) solution methods, or (d) evaluating the formal solution method twice.  The children in the (a) condition in which they explained the multiple solution methods showed better performance on the posttest in understanding the formal solution method than did the children in condition (b) who had explained the formal solution method twice.  In Study 2, explaining the multiple solution methods with a partner led to greater transfer performance.  These findings suggest potential mechanisms related to explaining multiple solution methods.  Explaining seems to result in the children comparing the two methods, differentiating the core unit of each solution procedure from its irrelevant units, and appreciating the essence of the formal method.

Journal

Citations (3)*help

See more

References(7)*help

See more

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top