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

Kollar, Ingo; Ufer, Stefan; Reichersdorfer, Elisabeth; Vogel, Freydis; Fischer, Frank; Reiss, Kristina

Authors

Ingo Kollar ingo.kollar@phil.uni-augsburg.de

Stefan Ufer ufer@math.lmu.de

Elisabeth Reichersdorfer elisabeth.reichersdorfer@tum.de

Frank Fischer frank.fischer@psy.lmu.de

Kristina Reiss kristina.reiss@tum.de



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 (N = 101). Mathematical argumentation skills were conceptualized as consisting of an individual-mathematical and a social-discursive component. Results indicated positive effects of both scaffolds on the social-discursive component. Moreover, the effects of both scaffolds on both components were dependent on learners' prior achievement (high-school GPA). Heuristic worked examples and collaboration scripts were particularly effective in the facilitation of mathematical argumentation skills for teacher students with higher general learning prerequisites. Possible process-based explanations for this pattern of results as well as ways to more specifically address the needs of teacher students with lower prior achievement are discussed.

Journal Article Type Article
Publication Date Aug 31, 2014
Journal Learning and Instruction
Print ISSN 0959-4752
Electronic ISSN 1873-3263
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 32
APA6 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, https://doi.org/10.1016/j.learninstruc.2014.01.003
DOI https://doi.org/10.1016/j.learninstruc.2014.01.003
Keywords Mathematical argumentation skills; Collaboration scripts; Heuristic worked examples; Synergistic scaffolding; General prior achievement; Computer-supported collaborative learning
Publisher URL https://www.sciencedirect.com/science/article/pii/S095947521400005X?via%3Dihub
Copyright Statement Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0





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