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ERIC Number: EJ942924
Record Type: Journal
Publication Date: 2011-Dec
Pages: 31
Abstractor: As Provided
Reference Count: 70
ISBN: N/A
ISSN: ISSN-0256-2928
Learning a Mathematical Concept from Comparing Examples: The Importance of Variation and Prior Knowledge
Guo, Jian-peng; Pang, Ming Fai
European Journal of Psychology of Education, v26 n4 p495-525 Dec 2011
In experiment 1, novice fourth-grade students (N = 92) who compared multiple examples that separately varied each critical aspect and then simultaneously varied all critical aspects developed better conceptual knowledge about the "altitude of a triangle" than students who compared multiple examples that did not separately vary each critical aspect but simultaneously varied all critical aspects. In experiment 2, this pattern was the same for fourth-grade students (N = 90) but not for sixth-grade students (N = 94) who had greater prior knowledge about the concept. Aspects that are critical for learning should be varied first separately and then simultaneously, and students with different levels of prior knowledge may perceive different aspects as critical for their learning and thus benefit differently from the identical instruction.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A