Peer Instruction as a Way of Promoting Spontaneous Use of Diagrams When Solving Math Word Problems

作者: Emmanuel Manalo , Yuri Uesaka

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摘要: Peer Instruction as a Way of Promoting Spontaneous Use Diagrams When Solving Math Word Problems Yuri Uesaka (yuesaka@p.u-tokyo.ac.jp) Department Educational Psychology, Graduate School Education The University Tokyo, Japan Emmanuel Manalo (e.manalo@auckland.ac.nz) Student Learning Centre, Auckland, New Zealand Abstract reasoning strategies when some prerequisite conditions are met (e.g., Stern, et al., 2003; see also the review by Cox, It appears, however, that school students do not appreciate efficiency diagram use brings to problem solving much teachers and researcher do. A number problems about students’ diagrams have been reported, which include lack spontaneity in their Ichikawa, 1993, 2000; Uesaka, Manalo, & press), inappropriate construction 1996; 2006), failure draw correct inferences even appropriate used These concerning sufficiently examined previous studies. present study focused on with math word solving: teaching method for promoting was developed evaluated. Although using is generally considered one most effective problems, research educational practice reports indicate diagrams. In an attempt address this problem, investigated hypothesis creating situations whereby teach other how solve would promote those subsequent spontaneous Experimental classes were conducted 57 8th-grade five days. Participants experimental condition all given opportunities explain group way given. contrast, control condition, only make presentations front class problems. both conditions, teacher encouraged during instructions provided. main finding that, post-instruction assessment, evidenced greater attempting This suggests consequence peer experience – provided communication tools participants internalized solving. protocol interaction analyzed better understand mechanisms involved effect. 1.1 Students’ Lack Spontaneity Diagram Research relating practices suggest spontaneously occur despite plenty exposure Ichikawa (1993), example, reported tutoring case girl who did test situation failed previously being taught similar (2000) described extent found among students. Dufour-Janiver, Bednarz, Belanger (1987) noted observed occurs though lot class. Ichikawa’s (in press) empirical confirmed tendency particularly Japanese If (or cannot) where they be deemed appropriate, (the students) clearly disadvantaged. contexts suitable or suggested, majority cases including ‘real world’ required construct themselves according necessity. light identified it seem interventions additional traditional classroom Keywords: Use, Problem Solving, Introduction For Larkin Simon showed diagrammatic representations superior sentential because help reduce mental computational loads associated searching processing. Other studies empirically demonstrated effectively performance many types tasks Ainsworth Th Loizou, Cheng, 2002; Koedinger Terao, Simon, 1987; Mayer, Polya, 1945; Schoenfeld, 1985; Aprea, Ebner, 2003). As sub-category diagrams, self- constructed especially effective. suggested self-constructed always success Van Essen Hamaker, 1990), findings recent mostly provide powerful

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