Scaffolding of learning activities: Aptitude-treatment-interaction effects in math?

Abstract

Background

Due to differences in learners' resources in specific learning situations, they may not profit equally from learning activities such as task practice or learning with analogies. Scaffolds can help to adapt learning activities to learners' needs.

Aims

We want to answer the question who benefits from what scaffold when learning about fractions on the number line in digitally-enriched mathematics instruction in the classroom.

Sample

Participants were 332 6th-Graders.

Methods

Dynamic visualizations were used as information-processing scaffold when learning with analogies. During repeated practice, adaptive task difficulty was implemented as motivational scaffold and individualized explanations based on typical mistakes were offered as information scaffold. Students were randomly assigned to one of the scaffold conditions or a control group without scaffolds. As characteristics potentially affecting learning processes during learning activities, we assessed prior knowledge, sustained attention, general reasoning, visual-spatial abilities as well as interest and self-concept in mathematics. These learner characteristics were included as predictors in Generalized Linear Mixed Models, together with the experimental conditions. Due to the nature of the multi-track school system in Germany, advanced placement school (APS; Gymnasium) students and vocational school (VS; Mittelschule) students were considered separately.

Results and conclusion

For APS students, the different scaffolds yielded minimal effects. For VS students, dynamic visualizations could compensate for lower general reasoning and visual-spatial ability when learning with analogies and adaptive task difficulty seemed to successfully counteract lower interest during practice. Instruction can be individualized based on the conditioning of scaffolds on the specific mechanisms underlying different learning activities.