The role of rewording and context personalization in the solving of mathematical word problems.

Davis-Dorsey, Judy; Ross, Steven M.; Morrison, Gary R.

doi:10.1037/0022-0663.83.1.61

Cited by 106 publications

(92 citation statements)

References 33 publications

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“…D 'Ailly, Simpson and MacKinnon (1997) Such improvements may reflect an increase in task engagement (Davis-Dorsey, Ross, & Morrison, 1991;Fairbairn, 1993;Giordano, 1990;Hart, 1996). Drawing these arguments together, a logical prediction is that embedding selfreferencing strategies in educational materials could fulfill both of Sadoski's (2001) key criteria of effective teaching strategy: promoting rich encoding and increasing engagement in learning.…”

Section: The Self and Memorymentioning

confidence: 99%

Selfish learning: The impact of self-referential encoding on children's literacy attainment

Turk

Gillespie‐Smith

Krigolson

et al. 2015

Learning and Instruction

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This is the accepted version of the paper.This version of the publication may differ from the final published version. (vocabulary spelling) was tested in two experiments. In Experiment 1, seven-to nineyear-old children (N = 47) were asked to learn the spelling of four nonsense words by copying the vocabulary and generating sentences. Half of the children were asked to include themselves as a subject in each sentence. Results showed that children in this self-referent condition produced longer sentences and increased spelling accuracy by more than 20%, relative to those in an other-referent condition. Experiment 2 (N = 32) replicated this pattern in real-word learning. These findings demonstrate the significant potential advantages of utilizing self-referential encoding in the classroom. Permanent repository link

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Section: The Self and Memorymentioning

confidence: 99%

Selfish learning: The impact of self-referential encoding on children's literacy attainment

Turk

Gillespie‐Smith

Krigolson

et al. 2015

Learning and Instruction

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“…However, opinion of students was highly positive through the personalized problems. Davis-Dorsey, Ross and Morrison (1991) studied the effects of personalizing standard textbook word problems on 68 second-grade students and 59 fifth-grade students. Before the treatment condition, all of the students completed a biographical questionnaire that was used to develop the personalised problems.…”

Section: Introductionmentioning

confidence: 99%

Effect of Personalisation of Instruction on Students’ Motivation to learn Mathematics Word Problems in Nigeria

Awofala¹

2016

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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This study investigated the effect of personalisation of instruction on the motivation to learn mathematics word problems of 450 senior secondary students in Nigeria within the blueprint of quasiexperimental research of Solomon Four non-equivalent control group design. It also examined the influence of gender on motivation to learn mathematics word problems and personalisation was accomplished by incorporating selected information with students" personal preferences into their mathematics word problems. Motivation to learn mathematics word problems was measured by the mathematics word problems motivation questionnaire and data collected for the study were analysed using the independent samples t-test and one way ANOVA. The results showed significant main effect of personalization of instruction on students" motivation to learn mathematics word problems whereas no significant main effect of gender was found on the dependent measure.

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“…In addition to its memorial effects, self-referencing improves the comprehension of mathematical word problems by elementary students d'Ailly, Simpson, & MacKinnon, 1997;Davis-Dorsey, Ross, & Morrison, 1991;Ross, McCormick, & Krisak, 1986). Personalizing the context improves learning by helping learners interpret and interrelate important information in the familiar versus abstract problem statements (Mayer, 1984;Ross, 1983).…”

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confidence: 99%

Engaging students in active learning: The case for personalized multimedia messages.

Moreno¹,

Mayer²

2000

Journal of Educational Psychology

258

143

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The authors tested the hypothesis that personalized messages in a multimedia science lesson can promote deep learning by actively engaging students in the elaboration of the materials and reducing processing load. Students received a multimedia explanation of lightning formation (Experiments 1 and 2) or played an agent-based computer game about environmental science (Experiments 3, 4, and 5). Instructional messages were presented in either a personalized style, where students received spoken or written explanations in the 1st-and 2nd-person points of view, or a neutral style, where students received spoken or written explanations in the 3rd-person point of view. Personalized rather than neutral messages produced better problem-solving transfer performance across all experiments and better retention performance on the computer game. The theoretical and educational implications of the findings are discussed.Classic research in psychology has shown that people react differently to situations that involve personal reference. This is the case of the well-known cocktail party effect, in which a person who is attending to one conversation is able to detect his or her own name in a separate conversation that is taking place simultaneously in the same room (Cherry, 1953). Another robust phenomenon is the self-referential effect, in which retention is facilitated by having people process information by relating it to aspects of themselves (Rogers, Kuiper, & Kirker, 1977).As with other factors in human learning and memory, the question arises as to whether personal reference effects can be extended and used in the area of multimedia learning. For example, it is possible to teach a computer-based science lesson with higher or lower levels of self-referencing by varying the communication style used in the explanations (Turco, 1996). In the studies reported in the literature, high self-referencing has been created by

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The role of rewording and context personalization in the solving of mathematical word problems.

Cited by 106 publications

References 33 publications

Selfish learning: The impact of self-referential encoding on children's literacy attainment

Selfish learning: The impact of self-referential encoding on children's literacy attainment

Effect of Personalisation of Instruction on Students’ Motivation to learn Mathematics Word Problems in Nigeria

Engaging students in active learning: The case for personalized multimedia messages.

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