ERIC Number: EJ1099265
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Learning by Preparing to Teach: Fostering Self-Regulatory Processes and Achievement during Complex Mathematics Problem Solving
Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.
Journal of Educational Psychology, v108 n4 p474-492 May 2016
We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for learning (control condition). Students' conceptualizations (task definitions) of the problem, self-regulatory processes, and mathematics achievement were then compared across the 2 conditions. To measure task definitions of the mathematics problem, students developed concept maps of the problem using a tablet application. To capture self-regulatory processes, students were asked to think out loud as they solved the problem. Results revealed that students in the learning by preparing to teach intervention developed a more detailed and better-organized concept map of the problem compared with students in the control condition. Students in the learning by preparing to teach intervention also engaged in more metacognitive processing strategies and had higher levels of mathematics problem solving achievement compared with students in the control condition. No differences were found, however, in planning and goal setting or in use of cognitive strategies across the 2 conditions. Implications of this research suggest students' initial task definitions may be a key factor in differences found when learning by teaching compared with solely learning for learning.
Descriptors: Problem Solving, Mathematics Instruction, Intervention, Teaching Methods, Experimental Groups, Control Groups, Student Participation, Mathematics Achievement, Comparative Analysis, Concept Mapping, Protocol Analysis, Metacognition, Cognitive Processes, Self Management, Foreign Countries, Word Problems (Mathematics), Coding, Elementary School Students
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Canada