How do testing and test-potentiated learning versus worked example method affect medium- and long-term knowledge in abstract algebra for pre-service mathematics teachers?

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL
Anna Muzsnay, Csilla Zámbó, Janka Szeibert, László Bernáth, Brigitta Szilágyi, Csaba Szabó
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Abstract

The retention of foundational knowledge is crucial in learning and teaching mathematics. However, a significant part of university students do not achieve long-term knowledge and problem-solving skills. A possible tool to increase further retention is testing, the strategic use of retrieval to enhance memory. In this study, the effect of a special kind of testing versus worked examples was investigated in an authentic educational setting, in an algebra course for pre-service mathematics teachers. The potential benefits of using tests versus showing students worked examples at the end of each practice session during a semester were examined. According to the results, there was no difference between the effectiveness of the two methods in the medium term—on the midterm that students took on the 6th week and the final that students took on the 13th week of the semester, the testing group performed the same as the worked example group. However, testing was more beneficial regarding long-term retention in studying and solving problems in abstract mathematics. Analyzing the results of the post-test that students took five months after their final test, the authors found that the improvement of those students who learned the material with testing was significantly larger than that of the worked example group. These findings suggest that testing can have a meaningful effect on abstract algebra knowledge and a long-lasting impact on solving complex, abstract mathematical problems.

Abstract Image

测试和考试强化学习法与工作范例法如何影响职前数学教师对抽象代数中长期知识的掌握?
基础知识的保持对数学学习和教学至关重要。然而,相当一部分大学生并没有获得长期的知识和解决问题的技能。要进一步提高知识的保持率,一种可能的工具就是测试,即有策略地利用检索来增强记忆。在本研究中,我们在真实的教育环境中,在为职前数学教师开设的代数课程中,调查了一种特殊的测试与工作示例的效果。在一个学期的每次练习课结束时,研究了使用测试与向学生展示练习示例的潜在益处。结果显示,两种方法在中期效果上没有区别--在本学期第 6 周的期中考试和第 13 周的期末考试中,测试组的成绩与作业范例组相同。然而,在学习和解决抽象数学问题方面,测试组更有利于长期学习。作者分析了学生在期末测试五个月后进行的后测结果,发现通过测试学习材料的学生的进步幅度明显大于例题组。这些发现表明,测试可以对抽象代数知识产生有意义的影响,并对解决复杂的抽象数学问题产生持久的影响。
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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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