ERIC Number: EJ1060002
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1932-6246
EISSN: N/A
"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.
Descriptors: Problem Solving, Mathematics Instruction, Elementary School Students, Elementary School Mathematics, Knowledge Level, Teaching Methods, Mathematical Concepts, Pretests Posttests, Equations (Mathematics), Grade 2, Coding, Concept Formation, Intervention, Hypothesis Testing, Time Factors (Learning)
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
Grant or Contract Numbers: DRL-0746565