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

Research output: Contributions to collected editions/works › Published abstract in conference proceedings › Research › peer-review

Standard

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. ed. / Brian K. Smith; Marcela Borge; Emma Mercier; Kyu Yon Lim. International Society of the Learning Sciences (ISLS), 2017. p. 847-848 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2).

Research output: Contributions to collected editions/works › Published abstract in conference proceedings › Research › peer-review

Harvard

Schwaighofer, M, Vogel, F, Kollar, I, Strohmaier, A, Ottinger, S, Terwedow, I, Ufer, S, Reiss, K & Fischer, F 2017, Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading. in BK Smith, M Borge, E Mercier & KY Lim (eds), Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings. Computer-Supported Collaborative Learning Conference, CSCL, vol. 2, International Society of the Learning Sciences (ISLS), pp. 847-848, 12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, Philadelphia, United States, 18.06.17.

APA

Schwaighofer, M., Vogel, F., Kollar, I., Strohmaier, A., Ottinger, S., Terwedow, I., Ufer, S., Reiss, K., & Fischer, F. (2017). Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings (pp. 847-848). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).

Vancouver

Schwaighofer M, Vogel F, Kollar I, Strohmaier A, Ottinger S, Terwedow I et al. Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading. In Smith BK, Borge M, Mercier E, Lim KY, editors, Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings. International Society of the Learning Sciences (ISLS). 2017. p. 847-848. (Computer-Supported Collaborative Learning Conference, CSCL).

Bibtex

@inbook{d3938def2e3344a3a7025ca3a1f5dcb4,
title = "Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading",
abstract = "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.",
keywords = "Educational science",
author = "Matthias Schwaighofer and Freydis Vogel and Ingo Kollar and Anselm Strohmaier and Sarah Ottinger and Ilka Terwedow and Stefan Ufer and Kristina Reiss and Frank Fischer",
year = "2017",
language = "English",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "847--848",
editor = "Smith, {Brian K.} and Marcela Borge and Emma Mercier and Lim, {Kyu Yon}",
booktitle = "Making a Difference",
address = "United States",
note = "12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 ; Conference date: 18-06-2017 Through 22-06-2017",
url = "https://cscl17.wordpress.com/",

}

RIS

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 -

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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