Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading

Publikation: Beiträge in SammelwerkenAbstracts in KonferenzbändenForschungbegutachtet

Authors

  • Matthias Schwaighofer
  • Freydis Vogel
  • Ingo Kollar
  • Anselm Strohmaier
  • Sarah Ottinger
  • Ilka Terwedow
  • Stefan Ufer
  • Kristina Reiss
  • Frank Fischer

This study investigated the effects of the sequence of introducing two scaffolds (heuristic worked examples first vs. collaboration scripts first) and the fading of the primarily introduced scaffold (fading vs. no fading) on the acquisition of mathematical argumentations skills of university freshmen. Concerning dialectic mathematical argumentation skills, the scaffolds were most effective for learners with low working memory capacity when the collaboration script was primarily introduced, but then faded out.

OriginalspracheEnglisch
TitelMaking a Difference : Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings
HerausgeberBrian K. Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim
Anzahl der Seiten2
VerlagInternational Society of the Learning Sciences (ISLS)
Erscheinungsdatum2017
Seiten847-848
ISBN (elektronisch)9780990355021
PublikationsstatusErschienen - 2017
Extern publiziertJa
Veranstaltung12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL - University of Pennsylvania, Philadelphia, USA / Vereinigte Staaten
Dauer: 18.06.201722.06.2017
Konferenznummer: 12
https://cscl17.wordpress.com/

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