Using heuristic worked examples to promote solving of reality‑based tasks in mathematics in lower secondary school
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In: Instructional Science, Vol. 50, No. 4, 01.08.2022, p. 529 - 549.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Using heuristic worked examples to promote solving of reality‑based tasks in mathematics in lower secondary school
AU - Hänze, Martin
AU - Leiss, Dominik
N1 - Publisher Copyright: © 2022, The Author(s).
PY - 2022/8/1
Y1 - 2022/8/1
N2 - This study examined whether learning with heuristic worked examples can improve students’ competency in solving reality-based tasks in mathematics (mathematical modeling competency). We randomly assigned 134 students in Grade 5 and 180 students in Grade 7 to one of three conditions: control condition (students worked on reality-based tasks), worked example condition (students studied worked examples representing a realistic process of problem-solving by fictitious students negotiating solutions to the tasks), and prompted worked example condition (students additionally received self-explanation prompts). In all three conditions, the students worked on the tasks individually and independently for 45 min. Dependent measures were mathematical modeling competency (number of adequate solution steps and strategies) and modeling-specific strategy knowledge. Results showed that although strategy knowledge could be improved through the intervention for fifth and seventh graders, modeling competency was improved only for seventh graders. The prompting of self-explanations had no additional effect for either fifth or seventh graders.
AB - This study examined whether learning with heuristic worked examples can improve students’ competency in solving reality-based tasks in mathematics (mathematical modeling competency). We randomly assigned 134 students in Grade 5 and 180 students in Grade 7 to one of three conditions: control condition (students worked on reality-based tasks), worked example condition (students studied worked examples representing a realistic process of problem-solving by fictitious students negotiating solutions to the tasks), and prompted worked example condition (students additionally received self-explanation prompts). In all three conditions, the students worked on the tasks individually and independently for 45 min. Dependent measures were mathematical modeling competency (number of adequate solution steps and strategies) and modeling-specific strategy knowledge. Results showed that although strategy knowledge could be improved through the intervention for fifth and seventh graders, modeling competency was improved only for seventh graders. The prompting of self-explanations had no additional effect for either fifth or seventh graders.
KW - Didactics of Mathematics
KW - Heuristic worked examples
KW - Mathematical word problem
KW - Modeling competency
KW - Mathematical problem solving
KW - Heuristic worked examples
KW - Mathematical word problem
KW - Modeling competency
KW - Mathematical problem solving
KW - Empirical education research
UR - http://www.scopus.com/inward/record.url?scp=85128382740&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/28a5077f-9292-3139-8815-a1d33680bf1d/
U2 - 10.1007/s11251-022-09583-8
DO - 10.1007/s11251-022-09583-8
M3 - Journal articles
VL - 50
SP - 529
EP - 549
JO - Instructional Science
JF - Instructional Science
SN - 0020-4277
IS - 4
ER -