Fostering university freshmen’s mathematical argumentation skills with collaboration scripts

Vogel, Freydis and Kollar, Ingo and Ufer, Stefan and Reiss, Kristina and Fischer, Frank (2016) Fostering university freshmen’s mathematical argumentation skills with collaboration scripts. In: Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016. International Society of the Learning Sciences, Singapore, pp. 599-606. ISBN 9780990355090

[img] PDF - Repository staff only - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (372kB)

Abstract

Students often have problems formulating und using arguments in mathematical contexts. Therefore, we investigated to what extent a collaboration script helps students overcome their problems and acquire mathematical argumentation skills. In two previous studies, we showed that collaboration scripts can have positive effects on learning cross-domain argumentation skills in the mathematical context. Yet, the effectiveness of the script depended on individual prerequisites such as final high school grade (GPA) and self-regulation skills. In this study, N = 96 participants learned in one of three script conditions. We found that a high-structured domain-general collaboration script for argumentation was more effective for acquiring domain-specific mathematical argumentation skills than a low-structured or an adaptable one. Furthermore, only in the condition with the low-structured script, learners’ self-regulated learning skills played an important role for the learning outcomes.

Item Type: Book Section
Keywords: Mathematics; Argumentation; Collaboration scripts
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number: https://repository.isls.org/handle/1/168
Depositing User: Vogel, Freydis
Date Deposited: 02 Jul 2018 09:53
Last Modified: 02 Jul 2018 10:00
URI: http://eprints.nottingham.ac.uk/id/eprint/52689

Actions (Archive Staff Only)

Edit View Edit View