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|Title:||Enhancing Conceptual Knowledge in Early Algebra Through Scaffolding Diagrammatic Self-explanation|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Nagashima, T., Bartel, A., Silla, E., Vest, N., Alibali, M., & Aleven, V. (2020). Enhancing Conceptual Knowledge in Early Algebra Through Scaffolding Diagrammatic Self-explanation. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 35-42). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students explain their problem-solving steps in the form of diagrams. We used contrasting cases to support students’ sense-making between algebraic equations and diagrams in the self-explanation activity. We conducted a classroom experiment with 41 students in grades 5 and 6 to test the effectiveness of this strategy when embedded in an Intelligent Tutoring System for algebra. We found that scaffolded diagrammatic self-explanation enhanced conceptual knowledge for students who did not have prior knowledge of formal equation-solving strategies. The study is the first experimental study showing that visual representations can enhance conceptual knowledge in early algebra.|
|Appears in Collections:||ICLS 2020|
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