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Seeing beyond the explicit: Orientin...

Garay, Georgia Maria.

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Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure./
作者:	Garay, Georgia Maria.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	127 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10248992
ISBN:	9781369478068

Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure.
Garay, Georgia Maria.

Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 127 p.

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2016.

Research has shown that experts are able to see beyond explicitly presented content and identify relevant structural information that determines correct problem solutions. Two experiments were conducted to investigate whether a triad judgment task could be used to orient learners to detect deep structural features within two mathematical content areas: factoring polynomial expressions and solving percent word problems. Three triad types were designed to manipulate surface and deep feature similarity between source and target problems. One triad type contrasted a problem that was similar to the target in terms of surface features with a problem that was similar in terms of structural features (SS-SD). A second triad type contrasted a problem that possessed similar deep features with an unrelated problem (SD-U). The third contrasted a problem with similar surface features and an unrelated problem (SS-U). Learners were presented with six triads of each type and asked to identify which of two source problems went best with the target. Triad types were presented in different blocked sequences to determine whether order of presentation of triads can be used to orient learners towards deep structure. Additionally it was investigated whether the triad judgment task would influence subsequent problem solving performance. Results of both experiments suggested that learners can be oriented toward deep mathematical structure and away from distracting surface features by completing SD-U triads first in a blocked sequence of triads. Learners' ability to perceive underlying structure had no significant impact on problem solving ability.

ISBN: 9781369478068Subjects--Topical Terms:

517650
Educational psychology.

Seeing beyond the explicit: Orienting learners to perceive underlying mathematical structure.
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