Comparing example generation with classification in the learning of new mathematics concepts

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
George Kinnear
{"title":"Comparing example generation with classification in the learning of new mathematics concepts","authors":"George Kinnear","doi":"10.1080/14794802.2022.2152086","DOIUrl":null,"url":null,"abstract":"<p><b>ABSTRACT</b></p><p>Prompting learners to generate examples has been proposed as an effective way of developing understanding of a new concept. However, empirical support for this approach is lacking. This article presents two empirical studies on the use of example-generation tasks in an online course in introductory university mathematics. The first study compares the effectiveness of a task prompting learners to generate examples of increasing and decreasing sequences, with a task inviting them to classify given examples; it also investigates the effectiveness of different sequences of generation and classification tasks. The second study replicates the investigation of interactions between generation and classification tasks. The findings suggest that there is little difference between the two types of task, in terms of students' ability to answer later questions about the concept.</p>","PeriodicalId":45396,"journal":{"name":"Research in Mathematics Education","volume":"16 1","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Mathematics Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14794802.2022.2152086","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

ABSTRACT

Prompting learners to generate examples has been proposed as an effective way of developing understanding of a new concept. However, empirical support for this approach is lacking. This article presents two empirical studies on the use of example-generation tasks in an online course in introductory university mathematics. The first study compares the effectiveness of a task prompting learners to generate examples of increasing and decreasing sequences, with a task inviting them to classify given examples; it also investigates the effectiveness of different sequences of generation and classification tasks. The second study replicates the investigation of interactions between generation and classification tasks. The findings suggest that there is little difference between the two types of task, in terms of students' ability to answer later questions about the concept.

例生成与分类在数学新概念学习中的比较
摘要提示学习者生成例子是培养对新概念理解的有效方法。然而,这种方法缺乏经验支持。本文提出了在大学数学入门在线课程中使用示例生成任务的两项实证研究。第一项研究比较了促使学习者生成递增和递减序列示例的任务与邀请他们对给定示例进行分类的任务的有效性;它还研究了不同序列的生成和分类任务的有效性。第二个研究重复了生成任务和分类任务之间相互作用的调查。研究结果表明,就学生回答有关概念的后续问题的能力而言,这两种类型的任务之间几乎没有区别。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Research in Mathematics Education
Research in Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
15.40%
发文量
40
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信