Examining the Effects of Different Multiple Representational Systems in Learning Primary Mathematics

Ainsworth, Shaaron; Bibby, Peter A.; Wood, David

doi:10.1207/s15327809jls1101_2

Cited by 216 publications

(136 citation statements)

References 19 publications

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“…Although there are some theoretical arguments for how labs could contribute to learning, such as the cognitive benefits of multiple representations [35,36], physical manipulatives [37][38][39], or embodied cognition [40,41], there is little in the design of these lab activities to realize such potential benefits. There are several limitations of this work.…”

Section: Discussionmentioning

confidence: 99%

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Holmes

Olsen

Thomas

et al. 2017

Phys. Rev. Phys. Educ. Res.

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Instructional labs are widely seen as a unique, albeit expensive, way to teach scientific content. We measured the effectiveness of introductory lab courses at achieving this educational goal across nine different lab courses at three very different institutions. These institutions and courses encompassed a broad range of student populations and instructional styles. The nine courses studied had two key things in common: the labs aimed to reinforce the content presented in lectures, and the labs were optional. By comparing the performance of students who did and did not take the labs (with careful normalization for selection effects), we found universally and precisely no added value to learning course content from taking the labs as measured by course exam performance. This work should motivate institutions and departments to reexamine the goals and conduct of their lab courses, given their resource-intensive nature. We show why these results make sense when looking at the comparative mental processes of students involved in research and instructional labs, and offer alternative goals and instructional approaches that would make lab courses more educationally valuable.

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Section: Discussionmentioning

confidence: 99%

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Holmes

Olsen

Thomas

et al. 2017

Phys. Rev. Phys. Educ. Res.

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show abstract

“…Ainsworth et al's (2002) study found that students have difficulties translating between representations. Students in the pictorial and mathematical condition (mixed) did not improve as compared with those given only one type of representation.…”

Section: Informationmentioning

confidence: 94%

“…The different representations also offer different computational offloading properties, thus triggering students to use different strategies when trying to understand them. Ainsworth et al (2002), for example, show that students use perceptual strategies when using pictorial representations but rule-based strategies when using mathematical representations. Stark et al (2002) suggest that elaboration training (ability to draw inferences from worked examples) should be given to help students improve the quality of their example elaboration (in this context, students' revision).…”

Section: Formmentioning

confidence: 99%

Methodological issues in using sequential representations in the teaching of writing

Lee¹,

Bopry²,

Hedberg³

2007

Research in Learning Technology

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This study looks at a specific application of Ainsworth's conceptual framework for learning with multiple representations in the context of using multiple sequential graphic organizers that are student-generated for a process-writing task. Process writing refers to writing that consists of multiple drafts. It may be a process of re-writing without feedback or re-writing based on feedback where the teacher or peers will provide feedback on the original draft and then the students will revise their writing based on the feedback given. The objective was to explore how knowledge of students' cognitive processes when using multiple organizers can inform the teaching of writing. The literature review analyzes the interaction of the design, function and task components of the framework; culminating in instructional approaches for using multiple organizers for classes with students of different writing abilities. Extended implications for designers of concept mapping tools based on these approaches are provided.

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“…Skemp (1987) stödjer också uppfattningen om att elevers tidiga möte och interaktion med fysiska objekt, gynnar förståelsen av abstrakta begrepp. Representationsformerna spelar en viktig roll när eleverna ska lära sig nya begrepp då representationerna kan ses som olika sätt att förstå samma matematiska begrepp (Ainsworth, Bibby, & Wood, 2002;Stylianou, 2009).…”

Section: Utveckla Elevers Begreppsuppfattning Med Hjälp Av Representaunclassified

Lärares och elevers användande av laborativt material i bråkundervisningen i skolår 4-6 : Vad görs möjligt för eleverna att erfara?

Sveider¹

2015

LiU-PEK-R / Institutionen För Beteendevetenskap Och Lärande (2007-)

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Examining the Effects of Different Multiple Representational Systems in Learning Primary Mathematics

Cited by 216 publications

References 19 publications

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Methodological issues in using sequential representations in the teaching of writing

Lärares och elevers användande av laborativt material i bråkundervisningen i skolår 4-6 : Vad görs möjligt för eleverna att erfara?

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