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ERIC Number: EJ1060002
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: EISSN-1932-6246
"Wait for It . . ." Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study
Loehr, Abbey Marie; Fyfe, Emily R.; Rittle-Johnson, Bethany
Journal of Problem Solving, v7 n1 Article 5 2014
Engaging learners in exploratory problem-solving activities prior to receiving instruction (i.e., explore-instruct approach) has been endorsed as an effective learning approach. However, it remains unclear whether this approach is feasible for elementary-school children in a classroom context. In two experiments, second-graders solved mathematical equivalence problems either before or after receiving brief conceptual instruction. In Experiment 1 (n = 41), the explore-instruct approach was less effective at supporting learning than an instruct-solve approach. However, it did not include a common, but often overlooked feature of an explore-instruct approach, which is provision of a knowledge-application activity after instruction. In Experiment 2 (n = 47), we included a knowledge-application activity by having all children check their answers on previously solved problems. The explore-instruct approach in this experiment led to superior learning than an instruct-solve approach. Findings suggest promise for an explore-instruct approach, provided learners have the opportunity to apply knowledge from instruction.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jps/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL-0746565