How do contrasting cases and self-explanation promote learning? Evidence from fraction division

Sidney, Pooja G.; Hattikudur, Shanta; Alibali, Martha W.

doi:10.1016/j.learninstruc.2015.07.006

Cited by 42 publications

(39 citation statements)

References 29 publications

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“…For example, this study divided a comparison tasks into several sub-tasks in which students received direct feedback such as points and levels that encouraged them to keep moving forward. These results support previous studies' findings (Sidney et al, 2015;Siegler & Chen, 2008) that the comparison facilitates students' meta-cognitive ability, and they also contribute a feasible idea that integrating game-challenge elements into the comparison process to promote the learning effects.…”

Section: Significant Interaction Effects On Meta-cognitive Awareness supporting

confidence: 90%

“…Researchers stated that finding the similarities and differences between given examples would encourage students' reflection and deeper understanding of mathematics concepts (Sidney, Hattikudur, & Alibali, 2015;Silver, Ghousseini, Gosen, Charalambous, & Strawhun, 2005). Comparing, which requires students to differentiate correct/incorrect examples, can help students perform better in mathematics learning than just studying a single example or studying two examples separately.…”

Section: Comparisonmentioning

confidence: 99%

“…Second, making comparisons could attract students' attention to the specific characteristics in the examples that make the solutions and answers inaccurate (Booth, et al, 2013). Likewise, Sidney et al (2015) stated that the comparison strategy basically involves noticing the similarities and differences between correct and incorrect examples, and it would also encourage students to reflect on the learnt concepts, that is, students' meta-cognitive abilities. However, the use of incorrect examples may not always effectively benefit students.…”

Section: Comparisonmentioning

confidence: 99%

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Effects of Comparison and Game-Challenge on Sixth Graders’ Algebra Variable Learning Achievement, Learning Attitude, and Meta-Cognitive Awareness

Lin

Chiou²

2017

EURASIA J MATH SCI T

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This study examined the effects of comparison and game-challenge strategies on sixth graders' learning achievement of algebra variable, learning attitude towards algebra variable learning, and meta-cognitive awareness of algebra variable learning. A 2 × 2 factorial design was used, and 86 students were invited to participate in the experimental instruction and assigned to four groups: comparison with game-challenge, comparison, game-challenge, and control. The results showed that (1) a significant interaction effect was found on students' learning achievement of algebra variable: the comparison with gamechallenge group performed significantly better than the comparison group and the gamechallenge group respectively; (2) a significant interaction effect was found on students' learning attitude towards algebra variable: the comparison with game-challenge group responded significantly more positively than the comparison group and the gamechallenge group respectively; (3) a significant interaction effect was found on students' meta-cognitive awareness of algebra variable learning: the comparison with gamechallenge group reported significantly higher scores than the comparison group and the game-challenge group respectively.

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Section: Significant Interaction Effects On Meta-cognitive Awareness supporting

confidence: 90%

Section: Comparisonmentioning

confidence: 99%

Section: Comparisonmentioning

confidence: 99%

See 1 more Smart Citation

Effects of Comparison and Game-Challenge on Sixth Graders’ Algebra Variable Learning Achievement, Learning Attitude, and Meta-Cognitive Awareness

Lin

Chiou²

2017

EURASIA J MATH SCI T

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“…In these studies, high guidance conditions involved students being provided with model answers to the comparison prompts, which highlighted the dimensions in which the two cases differed. Similarly, Sidney, Hattikudur, and Alibali () found that just asking undergraduates to compare contrasting cases did not enhance learning, whereas combining prompts to compare cases with prompts to self‐explain (i.e., make sense of the problem) did, suggesting that self‐explanation is an important ingredient of contrasting cases. Taken together, these studies suggest that providing more guidance while students compare contrasting cases may facilitate self‐explanation and thus help them make sense of the procedural or conceptual problem in question.…”

Section: Learning Through Contrasting Casesmentioning

confidence: 99%

Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data

Bråten

Brante

Strømsø

2019

Reading Research Quarterly

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In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic curriculum‐based classroom activities and was implemented over six weeks by teachers who had participated in professional development seminars. The findings demonstrated that students who had participated in the sourcing intervention placed more value on source information when selecting texts, invested more time and effort in processing the texts they selected, and more frequently attributed textual ideas to their respective sources compared with students who had participated in typical classroom activities instead. These effects were observed on far transfer tasks in which students worked with multiple documents on different topics in different situational contexts for different purposes, and were sustained over a period of 5.5 weeks. The discussion highlights the uniqueness of the current intervention work and centers on the aspects of the sourcing intervention that likely promoted these broad, sustainable, and transferable sourcing skills in students. Attention is also directed to several possible lines of future research in this area.

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“…Indeed, a few studies have shown that comparison can foster gains in conceptual knowledge (e.g., Sidney, Hattikudur, & Alibali, 2015). However, conceptual gains are often small and limited to a subset of participants.…”

Section: Who Benefits From Comparison and On What Outcome Measures?mentioning

confidence: 99%

Does Comparing Informal and Formal Procedures Promote Mathematics Learning? The Benefits of Bridging Depend on Attitudes Toward Mathematics

Hattikudur¹,

Sidney²,

Alibali³

2016

The Journal of Problem Solving

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How do contrasting cases and self-explanation promote learning? Evidence from fraction division

Cited by 42 publications

References 29 publications

Effects of Comparison and Game-Challenge on Sixth Graders’ Algebra Variable Learning Achievement, Learning Attitude, and Meta-Cognitive Awareness

Effects of Comparison and Game-Challenge on Sixth Graders’ Algebra Variable Learning Achievement, Learning Attitude, and Meta-Cognitive Awareness

Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow‐Up Data

Does Comparing Informal and Formal Procedures Promote Mathematics Learning? The Benefits of Bridging Depend on Attitudes Toward Mathematics

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