Productive Failure in Learning Math

Kapur, Manu

doi:10.1111/cogs.12107

Cited by 331 publications

(345 citation statements)

References 23 publications

(42 reference statements)

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“…In our view, however, this finding is not necessarily negative. The research literature shows that learners often experience various difficulties that are regarded as "desirable difficulties" (Bjork & Linn, 2005) and even localized failures that are defined as "productive failures" (Kapur, 2014). Under certain circumstances, such difficulties and failures could serve as a springboard for the development of further abilities and skills.…”

Section: Discussionmentioning

confidence: 99%

Adoption of Online Network Tools by Minority Students: The Case of Students of Ethiopian Origin in Israel

Kohen-Vacs

Elias

Kali

2015

IJELL

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Students of Ethiopian origin belong to one of the weakest sectors in the Jewish population of Israel. During their studies they have to deal with social alienation, cultural gaps, economic hardships, and racial stereotypes which reduce their chances to successfully complete their academic degree. In this respect, the present research asks whether online social media could provide those youngsters with tools and resources for their better social integration and adaptation to the academic life. For this purpose, the study was conducted in one of Israel's largest academic colleges while adopting a design-based research approach, which advanced gradually on a continuum between 'ambient' and 'designed' technology-enhanced learning communities. The interventions applied for this study aimed at examining how they may encourage students of Ethiopian origin to expand their activities in the online social learning groups. The findings indicate that the main pattern of students of Ethiopian origin online participation was peripheral and limited to viewing only. Nevertheless, the level of their online activity has been improved after a series of two interventions, which also led to a slight improvement in indicators of their social integration and in a change in their usage of online learning groups from social to academic uses.

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Section: Discussionmentioning

confidence: 99%

Adoption of Online Network Tools by Minority Students: The Case of Students of Ethiopian Origin in Israel

Kohen-Vacs

Elias

Kali

2015

IJELL

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“…An implication from these findings for classroom practice is that problem solving before instruction is helpful for learning and that instruction after attempted problem solving is a necessity, especially when initial problem solving fails (see also Kapur & Toh, 2013;Kapur, 2014). We would recommend to consider and use problem solving as a formative testing opportunity in educational design which fosters learning instead of an activity that assesses how much students have learned.…”

Section: Discussionmentioning

confidence: 99%

“…A related explanation comes from the 'Productive Failure' literature (Kapur & Toh, 2013;Kapur, 2014). Productive failure refers to the finding that trying to solve problems before instruction, leads to better problem solving and transfer as compared to direct instruction where the information is presented before trying to solve the problem.…”

Section: The Testing-effect With Restudymentioning

confidence: 99%

Answering questions after initial study guides attention during restudy

et al. 2014

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The testing-effect and restudy behavior 3 Though the testing-effect can be boosted by including a restudy phase after answering test questions, we do not know precisely why it does so. One possible explanation is being tested here. The present study measured attention allocation during initial reading and rereading with a remote eye tracker to gain information on the cognitive processes during restudy, with and without prior testing. The results show that at the final study moment, students in the study-test-condition attended longer to information pertaining to the initial test questions as compared to students in the study-only condition (i.e., who did not take the test). No differences in attention allocation were found for information only questioned on a posttest one week later. In addition, it was found that performance on the initial test questions heavily affected which information students restudy; students in the study-test-condition paid namely more attention to the answers of questions they answered incorrectly during the initial test than to the answers of the questions they answered correctly on the initial test.

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“…In particular, the dynamical-systems principle of emergence can account for the constructive role of irrational exploratory behavior in problem solving (Fischer 2001;Lakatos 1976) and vitiate the learning paradox (Bereiter 1985). In turn, emergence resonates strongly with non-prescriptive pedagogy (Turkle and Papert 1991) and the increasing appreciation of error as conducive to learning (Kapur 2014).…”

Section: Introduction: Reinventing Learning Theory As a Historical Anmentioning

confidence: 99%

Reinventing learning: a design-research odyssey

Abrahamson

2014

ZDM Mathematics Education

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Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholars' interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in understanding students' behaviors promoted my own recapitulation of a historical evolution in educators' conceptualizations of learning -Romantic, Progressivist, and Synthetic (Schön 1981) -and beyond to a proposed Systemic view. In reflection, I consider methodological adaptations to design-research practice that may enhance its contributions in accord with its objectives. (1980), who was a student of Piaget, champions the pedagogical implications of constructivism: children best learn via engaging in goal-oriented interactions with materials and reflecting on solutions to emergent problems they encounter in so doing. Abrahamson, D. (in pressAnd yet adding a pragmatic twist to constructivism, Papert (1991) coined the term "constructionism" so as to suggest that children best construct knowledge when they construct artifacts in the public domain. I believe that adults, too, best construct knowledge when they construct artifacts in the public domain, and this includes educational researchers constructing experimental learning materials. I thus view design research as a constructionist approach to educational research: researchers best construct theory when they construct artifacts for students and reflect on solutions to emergent problems encountered in so doing. These problems emerge for researchers in making sense of how students engage the artifacts. This reflective article discusses the role of design research in promoting learning theory. The context selected for the reflection is an enduring educational-research problem-the roles that naïve, spontaneous forms of knowing and acting may play in fostering conceptual learning. The article discusses a multi-project dialectical evolution of theoretical models pertaining to this problem. I argue that a succession of designresearch studies has brought about iterative transformational change in one researcher's conceptualization of naïve knowing and its didactical affordances. I implicate this transformational change in the micro-analysis of children's behaviors as they engage in cognitive and dialogical problems centered on activities with artifacts designed for these studies. I imply that my subjective experience generalizes broadly to educational scholarship.In order to lend structure to this reflection, I will begin by drawing on the literature to trace a historical trajectory in educational scholarship pertaining to the role of 3 Dor Abrahamson (in press), Reinventing Learning: a Design--Research Odyssey, ZDM 2015[6] dor@berkeley.edu naïve knowledge in conceptual learning. I then recount my ontogenetic journey as mapped upon this phylogenetic journey yet extending beyond it. This "cartographical" exercise should i...

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Productive Failure in Learning Math

Cited by 331 publications

References 23 publications

Adoption of Online Network Tools by Minority Students: The Case of Students of Ethiopian Origin in Israel

Adoption of Online Network Tools by Minority Students: The Case of Students of Ethiopian Origin in Israel

Answering questions after initial study guides attention during restudy

Reinventing learning: a design-research odyssey

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