ERIC Number: EJ1028348
Record Type: Journal
Publication Date: 2014-Jan
Pages: 40
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
Self-Explanation Training Improves Proof Comprehension
Hodds, Mark; Alcock, Lara; Inglis, Matthew
Journal for Research in Mathematics Education, v45 n1 p62-101 Jan 2014
In this article we report 3 experiments demonstrating that a simple booklet containing self-explanation training, designed to focus students' attention on logical relationships within a mathematical proof, can significantly improve their proof comprehension. Experiment 1 demonstrated that students who received the training generated higher quality explanations and performed better (effect size d = 0.950) on a comprehension test. Experiment 2 demonstrated that self-explanation training increased students' cognitive engagement and the frequency with which they moved their attention around a proof. Experiment 3 demonstrated that a 15-minute in-lecture self-study intervention improved students' proof comprehension and that the effect persisted over time. Thus, we argue that transition to proof courses should incorporate self-explanation training.
Descriptors: Validity, Mathematical Logic, Mathematics Instruction, Logical Thinking, Comprehension, Undergraduate Students, Teaching Methods, Eye Movements, Reading Processes, Foreign Countries, College Mathematics, Computer Assisted Instruction
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A