Back to Search
Start Over
Enhancing Conceptual Knowledge in Early Algebra through Scaffolding Diagrammatic Self-Explanation
- Source :
-
Grantee Submission . 2020Paper presented at the Annual Meeting of ISLS (2020). - Publication Year :
- 2020
-
Abstract
- Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students "explain" their problem-solving steps in the form of diagrams. We used contrasting cases to support students' sense-making between algebraic equations and diagrams in the self-explanation activity. We conducted a classroom experiment with 41 students in grades 5 and 6 to test the effectiveness of this strategy when embedded in an Intelligent Tutoring System for algebra. We found that scaffolded diagrammatic self-explanation enhanced conceptual knowledge for students who did not have prior knowledge of formal equation-solving strategies. The study is the first experimental study showing that visual representations can enhance conceptual knowledge in early algebra. [This paper was published in: "ICLS 2020 Proceedings," ISLS, 2020, pp. 35-42.]
Details
- Language :
- English
- Database :
- ERIC
- Journal :
- Grantee Submission
- Publication Type :
- Conference
- Accession number :
- ED623515
- Document Type :
- Speeches/Meeting Papers<br />Reports - Research