The Importance of Prior Knowledge When Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving

By Bethany Rittle-Johnson, Jon Star, Kelley Durkin. 2009

252 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6397e5cc4a75d74bd90e513ad519a1edb06b5e31

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “…for students with different levels of prior knowledge, but in other studies, students with better prior knowledge in the respective domain benefitted more than other students from presenting and comparing multiple solution methods (Große 2014; Reed et al. 2012; Rittle-Johnson et al. 2009, 2012).”
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.”
Developing Conceptual and Procedural Knowledge of Mathematics (2015, methodology): “…knew one of the solution procedures at pre-test, comparing procedures supported greater procedural knowledge (Rittle-Johnson & Star, 2007; Rittle-Johnson, Star, & Durkin, 2009) or greater conceptual knowledge (Rittle-Johnson & Star, 2009; Rittle-Johnson et al., 2009; Star & Rittle-Johnson, 2009).”
Learning Through Case Comparisons: A Meta-Analytic Review (2013, methodology): “One last possibility is that the objective of the comparison could have been to find differences alone (e.g., Rittle-Johnson et al., 2009).”
Understanding the Development of Flexibility in Struggling Algebra Students (2010, background): “However, research by Rittle-Johnson et al. (2009) suggests that some familiarity with a single approach is necessary before students can benefit from the comparison of multiple approaches, possibly because it eases the cognitive load necessary for comparison.”
Teaching the Conceptual Structure of Mathematics (2012, background): “Rittle-Johnson, Star, and Durkin (2009) found that general algebraic knowledge about manipulating equations predicted whether students benefited at all from being taught through comparison between two solution strategies.”
Learning by Mapping Across Situations (2012, background): “Rittle-Johnson et al. (2009) discovered that asking seventh- and eighth-grade students to compare two solutions for solving the same problem was helpful when they had the appropriate prior knowledge.”