Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement
A challenging demand for mathematics teacher students is to produce acceptable scientific mathematical argumentations. We investigated to what extent mathematics teacher students with different levels of prior achievement who collaborated in dyads can be supported in their development of mathematica...
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Elsevier
2014
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| Online Access: | https://eprints.nottingham.ac.uk/52685/ |
| _version_ | 1848798785536262144 |
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| author | Kollar, Ingo Ufer, Stefan Reichersdorfer, Elisabeth Vogel, Freydis Fischer, Frank Reiss, Kristina |
| author_facet | Kollar, Ingo Ufer, Stefan Reichersdorfer, Elisabeth Vogel, Freydis Fischer, Frank Reiss, Kristina |
| author_sort | Kollar, Ingo |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | A challenging demand for mathematics teacher students is to produce acceptable scientific mathematical argumentations. We investigated to what extent mathematics teacher students with different levels of prior achievement who collaborated in dyads can be supported in their development of mathematical argumentation skills by two different instructional approaches that were systematically varied in a 2 × 2-factorial design: collaboration scripts (with vs. without) and heuristic worked examples vs. problem solving. An experimental study was run in the context of a two-weeks preparatory course for beginning mathematics teacher students (N = 101). Mathematical argumentation skills were conceptualized as consisting of an individual-mathematical and a social-discursive component. Results indicated positive effects of both scaffolds on the social-discursive component. Moreover, the effects of both scaffolds on both components were dependent on learners' prior achievement (high-school GPA). Heuristic worked examples and collaboration scripts were particularly effective in the facilitation of mathematical argumentation skills for teacher students with higher general learning prerequisites. Possible process-based explanations for this pattern of results as well as ways to more specifically address the needs of teacher students with lower prior achievement are discussed. |
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| format | Article |
| id | nottingham-52685 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:25:17Z |
| publishDate | 2014 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-526852020-05-04T16:51:56Z https://eprints.nottingham.ac.uk/52685/ Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement Kollar, Ingo Ufer, Stefan Reichersdorfer, Elisabeth Vogel, Freydis Fischer, Frank Reiss, Kristina A challenging demand for mathematics teacher students is to produce acceptable scientific mathematical argumentations. We investigated to what extent mathematics teacher students with different levels of prior achievement who collaborated in dyads can be supported in their development of mathematical argumentation skills by two different instructional approaches that were systematically varied in a 2 × 2-factorial design: collaboration scripts (with vs. without) and heuristic worked examples vs. problem solving. An experimental study was run in the context of a two-weeks preparatory course for beginning mathematics teacher students (N = 101). Mathematical argumentation skills were conceptualized as consisting of an individual-mathematical and a social-discursive component. Results indicated positive effects of both scaffolds on the social-discursive component. Moreover, the effects of both scaffolds on both components were dependent on learners' prior achievement (high-school GPA). Heuristic worked examples and collaboration scripts were particularly effective in the facilitation of mathematical argumentation skills for teacher students with higher general learning prerequisites. Possible process-based explanations for this pattern of results as well as ways to more specifically address the needs of teacher students with lower prior achievement are discussed. Elsevier 2014-08-31 Article PeerReviewed Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Vogel, Freydis, Fischer, Frank and Reiss, Kristina (2014) Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. Learning and Instruction, 32 . pp. 22-36. ISSN 1873-3263 Mathematical argumentation skills; Collaboration scripts; Heuristic worked examples; Synergistic scaffolding; General prior achievement; Computer-supported collaborative learning https://www.sciencedirect.com/science/article/pii/S095947521400005X?via%3Dihub doi:10.1016/j.learninstruc.2014.01.003 doi:10.1016/j.learninstruc.2014.01.003 |
| spellingShingle | Mathematical argumentation skills; Collaboration scripts; Heuristic worked examples; Synergistic scaffolding; General prior achievement; Computer-supported collaborative learning Kollar, Ingo Ufer, Stefan Reichersdorfer, Elisabeth Vogel, Freydis Fischer, Frank Reiss, Kristina Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement |
| title | Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement |
| title_full | Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement |
| title_fullStr | Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement |
| title_full_unstemmed | Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement |
| title_short | Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement |
| title_sort | effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement |
| topic | Mathematical argumentation skills; Collaboration scripts; Heuristic worked examples; Synergistic scaffolding; General prior achievement; Computer-supported collaborative learning |
| url | https://eprints.nottingham.ac.uk/52685/ https://eprints.nottingham.ac.uk/52685/ https://eprints.nottingham.ac.uk/52685/ |