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.
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 language | American English |
---|---|
Pages (from-to) | 197-214 |
Number of pages | 18 |
Journal | JOURNAL OF COGNITIVE EDUCATION & PSYCHOLOGY |
Volume | 12 |
Issue number | 2 |
DOIs | |
State | Published - 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