Effects of collaboration scripts combined with heuristic worked examples on mathematical argumentation skills depend on prior knowledge and working-memory capacity, consistent with a Matthew Effect¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a factorial study of 108 students in a two-week preparatory course for prospective mathematics university students, fading or not and ordering of types of scaffolding were manipulated, with sensitivity to prior knowledge and working-memory capacity. → Carolyn P. Rosé 2017

Evidence¶

Carolyn P. Rosé 2017¶

Carolyn P. Rosé, Sten Ludvigsen, Nancy Law, Ulrike Cress & Gerry Stahl. (2017). Divisive or facilitative: The two faces of technology in CSCL. International Journal of Computer-Supported Collaborative Learning, 12:215–220. https://doi.org/10.1007/s11412-017-9265-7

q2 · i? · review · r1

The editorial summarizes the third paper on post-secondary mathematics argumentation skills (MAS): a large empirical investigation involving 108 students with a rigorous statistical analysis sensitive to prior knowledge and working-memory capacity. Both dialogic and dialectic notions of MAS inform the work.

"The paper follows a hypothesis-testing paradigm where a factorial design is employed to tease apart the separate and joint effects of the two manipulations of interest, namely fading or not and ordering of types of scaffolding."

Discussion¶

Related Claims¶

• Technology affordance conditions, manipulated via device-to-student ratio and scripts, shape role emergence, role coordination, and group structure in collaboration — related
• In Experiment 2, actual regulation of adaptable heuristic worked examples showed no significant correlation with self-regulation skills or MAS outcomes — related
• In Experiment 2, self-regulation skills significantly positively predicted domain-specific MAS only in the minimal heuristic worked examples condition — related
• In Experiment 2, the heuristic worked examples condition significantly affected socio-discursive MAS, with maximal worked examples descriptively best and no significant post-hoc differences — related
• Self-regulation skills are particularly needed when learning with minimally structured or adaptable collaboration scripts in CSCL — a broader claim this one bears on
• In Experiment 1, self-regulation skills significantly predicted socio-discursive MAS only in the adaptable CSCL script condition — related
• In Experiment 1, the CSCL script condition significantly affected domain-specific MAS, with only the maximal script significantly outperforming the minimal script — related