Protocol artifacts indicated the experimental curriculum initiated reflective abstraction through all four agents of change, while the traditional instructor initiated it through instructor alone¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Student class work, homework, and group-work transcripts coded by reflective-abstraction construct and agent of change showed the experimental curriculum initiated reflective abstraction through individual, peer, curricular, and instructor agents. → Cappetta 2013

Evidence¶

Cappetta 2013¶

Cappetta, R.W., and Zollman, A. (2013). Agents of Change in Promoting Reflective Abstraction: A Quasi-Experimental Study on Limits in College Calculus. REDIMAT – Journal of Research in Mathematics Education, 2(3), 343-357. https://doi.org/10.4471/redimat.2013.35

q2 · i? · causal · r2

Qualitative protocol analysis of artifacts from the three-tiered comparison subgroup; the article concludes the experimental curriculum promoted reflective abstraction through all four agents, while the traditional section's instructor regularly initiated it in lectures and peers had no opportunity to work together.

"Items from these protocols were coded based on the construct of reflective abstraction (interiorization, coordination, generalization, reversal, and encapsulation) and the agent of change (curriculum, peer, instructor, individual)."

Discussion¶

Related Claims¶

• First-semester calculus students in an experimental reflective-abstraction section outperformed a matched traditional section on a posttest of limits — related
• Peer Discussion Improves Conceptual Understanding — related