Productive Failure in Learning Math

By Manu Kapur. Cognitive Sciences, 2014

424 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a13be171a046b0a2459b26f24a4b4584aa0b1696

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Katharina Loibl
2. Nikol Rummel
3. Ido Roll
4. Manu Kapur
5. Tesha Sengupta‐Irving
6. Priyanka Agarwal
7. Mariya Pachman
8. Lori Lockyer

In Education

1. Katharina Loibl
2. Ido Roll
3. Nikol Rummel
4. Manu Kapur
5. Priyanka Agarwal
6. Tesha Sengupta‐Irving
7. Jason M. Lodge
8. Mariya Pachman

In Experimental and Cognitive Psychology

1. Katharina Loibl
2. Ido Roll
3. Nikol Rummel
4. Tesha Sengupta‐Irving
5. Priyanka Agarwal
6. Mariya Pachman
7. Lori Lockyer
8. Amaël Arguel

Citations in the corpus

• Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “While we have direct support that PS-I promotes prior knowledge activation (e.g., Kapur 2014a; Kapur and Bielaczyc 2011; Roll et al. 2011) and awareness of knowledge gaps (Glogger-Frey et al. 2015; Loibl and Rummel 2014a), the support for the deep feature mechanism is more indirect (number of deep…”
• The first crank of the cultural ratchet: Learning and transmitting concepts through language (2019, background): “Meanwhile, there has been a growing body of research aimed at understanding effective teaching and learning within Cognitive Science (Chi, Roy, & Hausmann, 2008; Chi, Siler, Jeong, Yamauchi, & Hausmann, 2001; Kapur, 2014).”
• Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review (2018, background): “Kapur (2014) tested groups of students who were given an opportunity to solve mathematics problems either before or after being given explicit instruction on the procedure associated with how to solve the problems.”
• Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, background): “Productive struggle allows students to advance their conceptual understanding and apply what they learn to novel problems (NCTM, 2014; Kapur, 2010, 2014).”
• Learning from productive failure (2015, methodology): “However, to the extent that students are able to use their prior knowledge to generate sub-optimal or even incorrect solutions to the problem, the process can be productive in preparing them to learn better from the subsequent instruction that follows (Kapur, 2012, 2014; Schwartz & Martin, 2004).”
• Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “There is evidence from research on productive failure suggesting that the initial problem-solving phase engenders a higher cognitive load (Kapur, 2012, 2014).”