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Using heuristic worked examples to promote solving of reality‑based tasks in mathematics in lower secondary school

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

Standard

Using heuristic worked examples to promote solving of reality‑based tasks in mathematics in lower secondary school. / Hänze, Martin; Leiss, Dominik.
In: Instructional Science, Vol. 50, No. 4, 01.08.2022, p. 529 - 549.

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

Harvard

Hänze, M & Leiss, D 2022, 'Using heuristic worked examples to promote solving of reality‑based tasks in mathematics in lower secondary school', Instructional Science, vol. 50, no. 4, pp. 529 - 549. https://doi.org/10.1007/s11251-022-09583-8

APA

Hänze, M., & Leiss, D. (2022). Using heuristic worked examples to promote solving of reality‑based tasks in mathematics in lower secondary school. Instructional Science, 50(4), 529 - 549. https://doi.org/10.1007/s11251-022-09583-8

Vancouver

Hänze M, Leiss D. Using heuristic worked examples to promote solving of reality‑based tasks in mathematics in lower secondary school. Instructional Science. 2022 Aug 1;50(4):529 - 549. Epub 2022 Apr 19. doi: 10.1007/s11251-022-09583-8

Bibtex

@article{71ade845c67d4060bbcd6e2538af569f,
title = "Using heuristic worked examples to promote solving of reality‑based tasks in mathematics in lower secondary school",
abstract = "This study examined whether learning with heuristic worked examples can improve students{\textquoteright} 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.",
keywords = "Didactics of Mathematics, Heuristic worked examples, Mathematical word problem, Modeling competency, Mathematical problem solving, Heuristic worked examples, Mathematical word problem, Modeling competency, Mathematical problem solving, Empirical education research",
author = "Martin H{\"a}nze and Dominik Leiss",
note = "Publisher Copyright: {\textcopyright} 2022, The Author(s).",
year = "2022",
month = aug,
day = "1",
doi = "10.1007/s11251-022-09583-8",
language = "English",
volume = "50",
pages = "529 -- 549",
journal = "Instructional Science",
issn = "0020-4277",
publisher = "Springer Netherlands",
number = "4",

}

RIS

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 -

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