Generic versus Context-Specific Prompts for Supporting Self-Regulation in Mathematical Problem Solving Among Students with Low or High Prior Knowledge.

ITZHAK WEISS, BRACHA KRAMARSKI, Sarit Sharon

    Research output: Contribution to journalArticlepeer-review

    Abstract

    We compared how 61 seventh graders, with low or high prior knowledge in mathematics, capitalized on two self-regulated learning approaches—generic versus context specific—to (a) enhance self-regulated learning, (b) foster procedural knowledge
    of routine algebraic tasks, and (c) transfer knowledge to novel mathematical problem solving. The generic approach was based on “IMPROVE” question prompts for
    comprehension, connection, strategy, and reflection modeled in a free context. The
    context-specific approach was based on what, when, why, and how (WWWH) question prompts directed explicitly to specific examples in a particular mathematical
    content area. Findings indicated no difference between the two approaches regarding short-term effects on algebraic procedural tasks; however, differential effects
    emerged between the two approaches on the self-regulation measure and on long term transfer to novel tasks (near and far) among students with low or high prior
    knowledge. The practical and scientific significance of this study are discussed.
    Original languageAmerican English
    Pages (from-to)197-214
    Number of pages18
    JournalJOURNAL OF COGNITIVE EDUCATION & PSYCHOLOGY
    Volume12
    Issue number2
    DOIs
    StatePublished - 1 Jan 2013

    Keywords

    • generic versus context-specific prompts
    • self-regulation
    • IMPROVE versus WWWH questions
    • mathematical procedural and transfer tasks
    • low and high prior knowledge

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