The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures |
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| Authors: | Katharina Scheiter Peter Gerjets and Julia Schuh |
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| Institution: | (1) Knowledge Media Research Center, Konrad-Adenauer Strasse 40, 72072 T?bingen, Germany;(2) University of T?bingen, T?bingen, Germany |
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| Abstract: | In this paper the augmentation of worked examples with animations for teaching problem-solving skills in mathematics is advocated
as an effective instructional method. First, in a cognitive task analysis different knowledge prerequisites are identified
for solving mathematical word problems. Second, it is argued that so called hybrid animations would be most effective for
acquiring these prerequisites, because they show the continuous transition from a concrete, but superficial problem representation
to a more abstract, mathematical problem model that forms a basis for solving a problem. An experiment was conducted, where
N = 32 pupils from a German high school studied either only text-based worked examples explaining different problem categories
from the domain of algebra or worked examples augmented with hybrid animations. Learners with hybrid animations showed superior
problem-solving performance for problems of different transfer distance relative to those in the text-only condition. |
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