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Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen? / Vogel, Freydis; Kollar, Ingo; Ufer, Stefan et al.
In: Innovations in Education and Teaching International, Vol. 58, No. 5, 2021, p. 512-521.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Vogel, F, Kollar, I, Ufer, S, Strohmaier, A, Reiss, K & Fischer, F 2021, 'Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?', Innovations in Education and Teaching International, vol. 58, no. 5, pp. 512-521. https://doi.org/10.1080/14703297.2021.1961098

APA

Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Reiss, K., & Fischer, F. (2021). Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen? Innovations in Education and Teaching International, 58(5), 512-521. https://doi.org/10.1080/14703297.2021.1961098

Vancouver

Vogel F, Kollar I, Ufer S, Strohmaier A, Reiss K, Fischer F. Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen? Innovations in Education and Teaching International. 2021;58(5):512-521. doi: 10.1080/14703297.2021.1961098

Bibtex

@article{1496b1f3227c4b7781416e3bbaebade7,
title = "Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?",
abstract = "Argumentative scripts for computer-supported collaborative learning are scaffolds that prompt learners to take over distributed roles and to move through a sequence of activities that specify an argumentative learning discourse. Argumentative scripts may lead to suboptimal effects on learning outcomes when their level of scaffolding does not fit learners{\textquoteright} prerequisites regarding argumentation. This study compares the effects of three different levels of argumentative scripts on learners{\textquoteright} argumentation knowledge and learning motivation. Results show that university freshmen in the context of mathematics seem to learn best when the argumentative script targets a medium level, scaffolding the sequence of social discourse, but not necessarily the construction of single arguments. Non-significant results regarding the effects on motivational variables speak against the concern that a too detailed structure of scripts may be detrimental for learning due to reduced learning motivation.",
keywords = "argumentation, CSCL script, motivation, scaffolding, university students, Educational science",
author = "Freydis Vogel and Ingo Kollar and Stefan Ufer and Anselm Strohmaier and Kristina Reiss and Frank Fischer",
year = "2021",
doi = "10.1080/14703297.2021.1961098",
language = "English",
volume = "58",
pages = "512--521",
journal = "Innovations in Education and Teaching International",
issn = "1470-3297",
publisher = "Taylor and Francis Ltd.",
number = "5",

}

RIS

TY - JOUR

T1 - Scaffolding argumentation in mathematics with CSCL scripts

T2 - Which is the optimal scripting level for university freshmen?

AU - Vogel, Freydis

AU - Kollar, Ingo

AU - Ufer, Stefan

AU - Strohmaier, Anselm

AU - Reiss, Kristina

AU - Fischer, Frank

PY - 2021

Y1 - 2021

N2 - Argumentative scripts for computer-supported collaborative learning are scaffolds that prompt learners to take over distributed roles and to move through a sequence of activities that specify an argumentative learning discourse. Argumentative scripts may lead to suboptimal effects on learning outcomes when their level of scaffolding does not fit learners’ prerequisites regarding argumentation. This study compares the effects of three different levels of argumentative scripts on learners’ argumentation knowledge and learning motivation. Results show that university freshmen in the context of mathematics seem to learn best when the argumentative script targets a medium level, scaffolding the sequence of social discourse, but not necessarily the construction of single arguments. Non-significant results regarding the effects on motivational variables speak against the concern that a too detailed structure of scripts may be detrimental for learning due to reduced learning motivation.

AB - Argumentative scripts for computer-supported collaborative learning are scaffolds that prompt learners to take over distributed roles and to move through a sequence of activities that specify an argumentative learning discourse. Argumentative scripts may lead to suboptimal effects on learning outcomes when their level of scaffolding does not fit learners’ prerequisites regarding argumentation. This study compares the effects of three different levels of argumentative scripts on learners’ argumentation knowledge and learning motivation. Results show that university freshmen in the context of mathematics seem to learn best when the argumentative script targets a medium level, scaffolding the sequence of social discourse, but not necessarily the construction of single arguments. Non-significant results regarding the effects on motivational variables speak against the concern that a too detailed structure of scripts may be detrimental for learning due to reduced learning motivation.

KW - argumentation

KW - CSCL script

KW - motivation

KW - scaffolding

KW - university students

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85118933165&partnerID=8YFLogxK

U2 - 10.1080/14703297.2021.1961098

DO - 10.1080/14703297.2021.1961098

M3 - Journal articles

AN - SCOPUS:85118933165

VL - 58

SP - 512

EP - 521

JO - Innovations in Education and Teaching International

JF - Innovations in Education and Teaching International

SN - 1470-3297

IS - 5

ER -

Other publications by the same author(s)

On the role of linguistic features for comprehension and learning from STEM texts. A meta-analysis

Strohmaier, A. R., Ehmke, T., Härtig, H. & Leiss, D., 01.05.2023, In: Educational Research Review. 39, 100533.

Research output: Journal contributions › Scientific review articles › Research

Which Potential Linguistic Challenges do Pre-Service Teachers Identify in a Mathematical Expository Text?

Strohmaier, A. R., Albrecht, I., Schmitz, A., Kuhl, P. & Leiss, D., 10.2023, In: Journal fur Mathematik-Didaktik. 44, 2, p. 295-324 30 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Collaborative epistemic writing and writing-to-learn in mathematics: can it foster mathematical argumentation competence?

Strohmaier, A. R., Vogel, F. & Reiss, K. M., 12.05.2018, In: RISTAL. 1, p. 133-147 15 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Considering Teachers’ Beliefs, Motivation, and Emotions Regarding Teaching Mathematics With Digital Tools: The Effect of an In-Service Teacher Training

Reinhold, F., Strohmaier, A., Finger-Collazos, Z. & Reiss, K., 06.10.2021, In: Frontiers in Education. 6, 12 p., 723869.

Research output: Journal contributions › Journal articles › Research › peer-review

Different complex word problems require different combinations of cognitive skills

Strohmaier, A. R., Reinhold, F., Hofer, S., Berkowitz, M., Vogel-Heuser, B. & Reiss, K., 01.01.2022, In: Educational Studies in Mathematics. 109, 1, p. 89-114 26 p.

Research output: Journal contributions › Journal articles › Research › peer-review

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