Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/316
Title: Mathematical Argumentation and Proof Supporting a Complex Cognitive Skill
Authors: Sommerhoff, Daniel
Ufer, Stefan
Kollar, Ingo
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Sommerhoff, D., Ufer, S., & Kollar, I. (2016). Mathematical Argumentation and Proof Supporting a Complex Cognitive Skill 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 2. Singapore: International Society of the Learning Sciences.
Abstract: During the last decades, research has provided evidence that handling mathematical argumentation and proof (MA&P) represents a complex cognitive skill, which requires various constituent skills. However, research on MA&P skills as well as their facilitation largely disregards this fact and effective means to foster the constituents and overall MA&P skills remain mainly unclear. Transferring research on the facilitation of complex cognitive skills from instructional design, two approaches may be effective: Fostering the constituents one by one respectively fostering them simultaneously. We therefore present an intervention study that takes a holistic approach on MA&P skills and their constituents, comparing a sequential (one-by-one) and an integrated (simultaneous) instructional approach to foster each constituent skill as well as students’ overall MA&P skills. The results show that learners in the integrated condition and the sequential condition have very similar learning gains that differ only in their mathematical strategic knowledge, which is superior in the integrated condition.
URI: https://repository.isls.org/handle/1/316
https://doi.dx.org/10.22318/icls2016.109
Appears in Collections:ICSL 2016

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