Effects of multiple solution methods in mathematics learning

By Cornelia S. Grosse, Alexander Renkl. 2006

139 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/47ef410973893046e14dc793910c102f2d4521b9

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “However, this path model may be incomplete as other intervening variables such as interest, teachers’ feedback, or the quality of the students’ discussions (Große and Renkl 2006; RittleJohnson and Star 2009) could effect the number of solutions they developed, experience of competence, and their per”
The array representation and primary children’s understanding and reasoning in multiplication (2009, background): “Gro(3e and Renkl (2006) also showed that written self-explanation prompts can be employed to foster learning.”
Cognitive load theory: more food for thought (2010, result): “…and GCL is ‘good’, necessary load for schema acquisition), only ex-post facto explanations of the findings can be offered; and (d) the research shows many contradictory results or findings that go against CLT’s predictions (De Croock et al. 1998; Große and Renkl 2006; van Merriënboer et al. 2002).”
How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review (2010, result): “Whereas some studies explicitly examined the role of different example formats (e.g., Gerjets et al. 2006; Große and Renkl 2006), other studies did not provide detailed information about this aspect.”
Handbook of Research on Learning and Instruction (2011, background): “In a previously described study, Belcher et al. (2003) manipulated the learning environment by providing “gender-appropriate” feedback to reinforce learners’ original “gen-der-appropriate” belief, resulting in a gendered difference in skill performance outcome.”
Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy (2014, background): “Many studies that have investigated the use of multiple solutions have reported positive results with regard to students’ achievement (Große & Renkl, 2006; Rittle-Johnson & Star, 2007, 2009; Rittle-Johnson, Star, & Durkin, 2009; Star & Rittle-Johnson, 2009).”
Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, background): “This type of relating can be accomplished on a surface level and does not necessarily mean that the learners consider structural aspects (see Seufert & Brünken, 2004).”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, methodology): “comparing examples of different (representations of) solution methods (Große and Renkl 2006; Rittle-Johnson et al. 2009), or by using conceptually oriented equations rather than computationally oriented equations (e.”