Fostering university freshmen’s mathematical argumentation skills with collaboration scripts

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

Abstract

Students often have problems formulating und using arguments in mathematical contexts. Therefore, we investigated to what extent a collaboration script helps students overcome their problems and acquire mathematical argumentation skills. In two previous studies, we showed that collaboration scripts can have positive effects on learning cross-domain argumentation skills in the mathematical context. Yet, the effectiveness of the script depended on individual prerequisites such as final high school grade (GPA) and self-regulation skills. In this study, N = 96 participants learned in one of three script conditions. We found that a high-structured domain-general collaboration script for argumentation was more effective for acquiring domain-specific mathematical argumentation skills than a low-structured or an adaptable one. Furthermore, only in the condition with the low-structured script, learners’ self-regulated learning skills played an important role for the learning outcomes.

Citation

Vogel, F., Kollar, I., Ufer, S., Reiss, K., & Fischer, F. (2016). Fostering university freshmen’s mathematical argumentation skills with collaboration scripts. In C. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 (599-606)

• Conference Name: 12th International Conference of the Learning Sciences
• Conference Location: Singapore
• Start Date: Jun 20, 2016
• End Date: Jun 24, 2016
• Acceptance Date: Jun 1, 2016
• Publication Date: Jul 1, 2016
• Deposit Date: Jul 2, 2018
• Peer Reviewed: Peer Reviewed
• Volume: 1
• Pages: 599-606
• Series ISSN: 1814-9316
• Book Title: Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016
• ISBN: 9780990355090
• Keywords: Mathematics; Argumentation; Collaboration scripts
• Public URL: https://nottingham-repository.worktribe.com/output/792624
• Publisher URL: https://www.isls.org/icls/2016/docs/ICLS2016_Volume_1_30June2016.pdf