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

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dc.date.accessioned2022-09-12T12:08:41Z
dc.date.available2022-09-12T12:08:41Z
dc.date.issued2022-04-19
dc.description.sponsorshipGefördert im Rahmen des Projekts DEALger
dc.identifierdoi:10.17170/kobra-202207186484
dc.identifier.urihttp://hdl.handle.net/123456789/14142
dc.language.isoengeng
dc.relation.doidoi:10.1007/s11251-022-09583-8
dc.rightsNamensnennung 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectheuristic worked exampleseng
dc.subjectmathematical word problemeng
dc.subjectmodeling competencyeng
dc.subjectmathematical problem solvingeng
dc.subject.ddc150
dc.subject.ddc370
dc.subject.ddc510
dc.subject.swdHeuristikger
dc.subject.swdMathematikunterrichtger
dc.subject.swdTextaufgabeger
dc.subject.swdProblemlösenger
dc.subject.swdSekundarstufe 1ger
dc.titleUsing heuristic worked examples to promote solving of reality-based tasks in mathematics in lower secondary schooleng
dc.typeAufsatz
dc.type.versionpublishedVersion
dcterms.abstractThis 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.eng
dcterms.accessRightsopen access
dcterms.creatorHänze, Martin
dcterms.creatorLeiss, Dominik
dcterms.source.identifiereissn:1573-1952
dcterms.source.issueIssue 4
dcterms.source.journalInstructional Scienceeng
dcterms.source.pageinfo529-549
dcterms.source.volumeVolume 50
kup.iskupfalse

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