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Article: Learning a mathematical concept from comparing examples: the importance of variation and prior knowledge

TitleLearning a mathematical concept from comparing examples: the importance of variation and prior knowledge
Authors
KeywordsComparison
Conceptual knowledge
Example variability
Mathematics education
Positive and negative examples
Issue Date2011
PublisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/psychology/child+%26+school+psychology/journal/10212
Citation
European Journal of Psychology of Education, 2011, v. 26 n. 4, p. 495-525 How to Cite?
AbstractIn experiment 1, novice fourth-grade students (N=92) who compared multiple examples that separately varied each critical aspect and then simultaneously varied all critical aspects developed better conceptual knowledge about the altitude of a triangle than students who compared multiple examples that did not separately vary each critical aspect but simultaneously varied all critical aspects. In experiment 2, this pattern was the same for fourth-grade students (N=90) but not for sixth-grade students (N=94) who had greater prior knowledge about the concept. Aspects that are critical for learning should be varied first separately and then simultaneously, and students with different levels of prior knowledge may perceive different aspects as critical for their learning and thus benefit differently from the identical instruction. © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2011.
Persistent Identifierhttp://hdl.handle.net/10722/164675
ISSN
2015 Impact Factor: 1.008
2015 SCImago Journal Rankings: 0.628
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorGuo, JPen_HK
dc.contributor.authorPang, MFen_HK
dc.date.accessioned2012-09-20T08:08:00Z-
dc.date.available2012-09-20T08:08:00Z-
dc.date.issued2011en_HK
dc.identifier.citationEuropean Journal of Psychology of Education, 2011, v. 26 n. 4, p. 495-525en_HK
dc.identifier.issn0256-2928en_HK
dc.identifier.urihttp://hdl.handle.net/10722/164675-
dc.description.abstractIn experiment 1, novice fourth-grade students (N=92) who compared multiple examples that separately varied each critical aspect and then simultaneously varied all critical aspects developed better conceptual knowledge about the altitude of a triangle than students who compared multiple examples that did not separately vary each critical aspect but simultaneously varied all critical aspects. In experiment 2, this pattern was the same for fourth-grade students (N=90) but not for sixth-grade students (N=94) who had greater prior knowledge about the concept. Aspects that are critical for learning should be varied first separately and then simultaneously, and students with different levels of prior knowledge may perceive different aspects as critical for their learning and thus benefit differently from the identical instruction. © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media BV 2011.en_HK
dc.languageengen_US
dc.publisherSpringer Netherlands. The Journal's web site is located at http://www.springer.com/psychology/child+%26+school+psychology/journal/10212en_HK
dc.relation.ispartofEuropean Journal of Psychology of Educationen_HK
dc.rightsThe original publication is available at www.springerlink.com-
dc.subjectComparisonen_HK
dc.subjectConceptual knowledgeen_HK
dc.subjectExample variabilityen_HK
dc.subjectMathematics educationen_HK
dc.subjectPositive and negative examplesen_HK
dc.titleLearning a mathematical concept from comparing examples: the importance of variation and prior knowledgeen_HK
dc.typeArticleen_HK
dc.identifier.emailGuo, JP: guojp@xmu.edu.cnen_HK
dc.identifier.emailPang, MF: pangmf@hkucc.hku.hk-
dc.identifier.authorityPang, MF=rp00946en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s10212-011-0060-yen_HK
dc.identifier.scopuseid_2-s2.0-84857041414en_HK
dc.identifier.hkuros205973en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84857041414&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume26en_HK
dc.identifier.issue4en_HK
dc.identifier.spage495en_HK
dc.identifier.epage525en_HK
dc.identifier.isiWOS:000300087000005-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridPang, MF=8333263400en_HK
dc.identifier.scopusauthoridGuo, JP=23091028700en_HK

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