Please use this identifier to cite or link to this item:
Title: Enhancing Conceptual Knowledge in Early Algebra Through Scaffolding Diagrammatic Self-explanation
Authors: Nagashima, Tomohiro
Bartel, Anna
Silla, Elena
Vest, Nicholas
Alibali, Martha
Aleven, Vincent
Keywords: Learning and Identity
Issue Date: Jun-2020
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

Files in This Item:
File SizeFormat 
35-42.pdf525.88 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.