Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6657
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. |
URI: | https://doi.dx.org/10.22318/icls2020.35 https://repository.isls.org//handle/1/6657 |
Appears in Collections: | ICLS 2020 |
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