Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/168
Title: Fostering University Freshmen’s Mathematical Argumentation Skills With Collaboration Scripts
Authors: Vogel, Freydis
Kollar, Ingo
Ufer, Stefan
Reiss, Kristina
Fischer, Frank
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Vogel, F., Kollar, I., Ufer, S., Reiss, K., & Fischer, F. (2016). Fostering University Freshmen’s Mathematical Argumentation Skills With Collaboration Scripts In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: Students often have problems formulating und using arguments in mathematical contexts. Therefore, we investigated to what extent a collaboration script helps students overcome their problems and acquire mathematical argumentation skills. In two previous studies, we showed that collaboration scripts can have positive effects on learning cross-domain argumentation skills in the mathematical context. Yet, the effectiveness of the script depended on individual prerequisites such as final high school grade (GPA) and self-regulation skills. In this study, N = 96 participants learned in one of three script conditions. We found that a high-structured domain-general collaboration script for argumentation was more effective for acquiring domain-specific mathematical argumentation skills than a low-structured or an adaptable one. Furthermore, only in the condition with the low-structured script, learners’ self-regulated learning skills played an important role for the learning outcomes.
URI: https://repository.isls.org/handle/1/168
https://dx.doi.org/10.22318/icls2016.78
Appears in Collections:ICSL 2016

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