Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading
Publikation: Beiträge in Sammelwerken › Abstracts in Konferenzbänden › Forschung › begutachtet
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Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading. / Schwaighofer, Matthias; Vogel, Freydis; Kollar, Ingo et al.
Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings. Hrsg. / Brian K. Smith; Marcela Borge; Emma Mercier; Kyu Yon Lim. International Society of the Learning Sciences (ISLS), 2017. S. 847-848 (Computer-Supported Collaborative Learning Conference, CSCL; Band 2).Publikation: Beiträge in Sammelwerken › Abstracts in Konferenzbänden › Forschung › begutachtet
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TY - CHAP
T1 - Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading
AU - Schwaighofer, Matthias
AU - Vogel, Freydis
AU - Kollar, Ingo
AU - Strohmaier, Anselm
AU - Ottinger, Sarah
AU - Terwedow, Ilka
AU - Ufer, Stefan
AU - Reiss, Kristina
AU - Fischer, Frank
N1 - Conference code: 12
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85073367751&partnerID=8YFLogxK
M3 - Published abstract in conference proceedings
AN - SCOPUS:85073367751
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 847
EP - 848
BT - Making a Difference
A2 - Smith, Brian K.
A2 - Borge, Marcela
A2 - Mercier, Emma
A2 - Lim, Kyu Yon
PB - International Society of the Learning Sciences (ISLS)
T2 - 12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL
Y2 - 18 June 2017 through 22 June 2017
ER -