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

Research output: Contributions to collected editions/worksPublished abstract in conference proceedingsResearchpeer-review

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.

Original languageEnglish
Title of host publicationMaking a Difference : Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings
EditorsBrian K. Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim
Number of pages2
PublisherInternational Society of the Learning Sciences (ISLS)
Publication date2017
Pages847-848
ISBN (electronic)9780990355021
Publication statusPublished - 2017
Externally publishedYes
Event12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL - University of Pennsylvania, Philadelphia, United States
Duration: 18.06.201722.06.2017
Conference number: 12
https://cscl17.wordpress.com/

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