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ERIC Number: EJ772031
Record Type: Journal
Publication Date: 2007-Aug
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-0663
Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations
Rittle-Johnson, Bethany; Star, Jon R.
Journal of Educational Psychology, v99 n3 p561-574 Aug 2007
Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grade students to learn about algebra equation solving by either (a) comparing and contrasting alternative solution methods or (b) reflecting on the same solution methods one at a time. At posttest, students in the compare group had made greater gains in procedural knowledge and flexibility and comparable gains in conceptual knowledge. These findings suggest potential mechanisms behind the benefits of comparing contrasting solutions and ways to support effective comparison in the classroom.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305H050179
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED532215