When Diversity in Training Improves Dyadic Problem Solving

Abstract

Students learned how to solve binomial probability problems from either a procedurally based lesson or a conceptually based lesson and then worked in distributed pairs by using a computer-based chat environment. Cognitively homogeneous dyads (i.e. both members received the same lesson) performed more accurately on standard problems, whereas cognitively diverse dyads (i.e. each member received a different lesson) performed more accurately on transfer problems. The cognitively homogeneous dyads perceived a greater sense of common ground with their partner, but spent a greater proportion of their time communicating about low-level details (e.g. message verification) whereas the cognitively diverse dyads spent a greater proportion of their time on high-level discussion (e.g. solution development). Results help to clarify that common training leads to more positive perceptions of collaboration, but only improves performance on problems that are highly similar to those experienced during training, whereas diverse training improves the ability of a dyad to perform well in new situations.

Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?

“…A meta-analysis by Bowers et al (2000) concludes that while homogeneous teams tend to perform better on lowcomplexity tasks that are well-defined (e.g., solving a puzzle), heterogeneous teams perform better on rather complex problem-solving tasks (e.g., business games). Similar findings have been reported by Canham et al (2012): They asked university students to solve statistical probability problems either in homogeneous or in heterogeneous dyadic groups. Homo-/ heterogeneity of the dyads was varied as the type of training that group members received before collaboration.…”

Authentic Problem Solving and Learning in the 21st Century

“…This result converges with several other fi ndings in suggesting that diversity in expertise among group members can contribute to more adaptive, fl exible, and creative problem solving (Canham et al 2012 ;Gijlers and De Jong 2005 ;Goldenberg and Wiley 2011 ). Students who worked in mixed groups were better at explaining their understanding of standard deviation on a quiz following the activity than students who worked in homogeneous groups.…”

“…Gijlers and de Jong ( 2005 ) found that dyads engaging in discovery learning generated more hypotheses when they were heterogeneous in prior knowledge than when they were homogeneous. And Canham et al ( 2012 ) found that dyads were better at solving transfer items when their members were trained in different ways of solving probability problems than when both members had received the same training.…”

Effects of Cover Stories on Problem Solving in a Statistics Course

“…This lack of interest can be exacerbated as many students are scared of statistics due to their lack of confidence in their mathematical ability (Ashcraft, 2002;Hembree, 1990). They also fail to understand that the goal of statistics instruction is not just to gain computational skills, but to understand concepts and to interpret results (Canham, Wiley, & Mayer, 2012;Mayer, 1974;Mayer & Greeno, 1972;Mayer, Stiehl, & Greeno, 1975). One method of capturing students' interest and helping them to gain conceptual understanding in statistics has been to embed problems within interesting cover stories and data sets (Macnaughton, 2002).…”