Learning in mathematics: Effects of procedural and conceptual instruction on the quality of student interaction

Abstract

Quantitative analyses from our previous research indicated that collaboration is more effective when learning with conceptual instruction than when learning with procedural instruction. To explain this differential effect, we analyzed student interaction during instruction. First analyses show that the conceptual instruction elicited more fruitful interaction behavior than the procedural instruction. Furthermore, in the procedural condition, students more often split potential learning opportunities between each other, yielding decreased practice opportunities.