Fostering university freshmen’s mathematical argumentation skills with collaboration scriptsTools Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, 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 Full text not available from this repository.AbstractStudents 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.
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