Teaching students to recognize structural similarities between statistics word problems

By Jill L. Quilici, Richard E. Mayer. 2002

101 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7eda75fdc52282db0259bb6cc20b68e6a1d62d1c

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In Education

In Statistics and Probability

Citations in the corpus

Comparing Four Instructional Techniques for Promoting Robust Knowledge (2015, background): “Students' abilities to sort problems by structure can be improved through exercises such as practice matching variables and selecting common structure descriptions (Cummins 1992; Quilici and Mayer 2002) and training to analyze physics problems like experts (Dufresne et al. 1992).”
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, background): “Quilici and Mayer (2002) taught students about statistical tests (t test, chi-square, correlation) by sequentially presenting a set of examples that systematically varied surface and structural properties.”
What Does Research Suggest About the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature (2008, background): “A study by Quilici and Mayer (2002) tested the question of whether structural awareness could be taught.”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “The impact of noticing and encoding deep features has been well established in the literature on expertise (e.g., Chi et al. 1981) and on problem solving (e.g., Duncker 1945; Quilici and Mayer 1996, 2002; Wertheimer 1959).”
How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “For example, Quilici & Mayer (2002) taught college students to sort statistics word problems on the basis of structural features (i.e. whether the problem could be solved by t-test, correlation or chi-square statistics) rather than surface features (i.e. the problem’s cover story).”
Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment (2013, background): “There is evidence that training that focuses on priming the problem structure leads to improved schema development (Chen, 1999; Quilici & Mayer, 1996, 2002).”
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning (2012, background): “Research has shown that novices may experience difficulties in discerning between these aspects (Chi, Glaser, & Rees, 1982; Quilici & Mayer, 2002; Ross, 1989) and tend to choose tasks based on irrelevant aspects (Ross & Morrison, 1989).”