Self-explanation training improves proof comprehension

By M. Hodds, Lara Alcock, Matthew Inglis. 2014

148 citations recorded by the source corpus.

In this paper we report three experiments demonstrating that a simple booklet containing self explanation training, designed to focus students’ attention on logical relationships within a mathematical proof, can significantly improve their proof comprehension. Experiment 1 demonstrates that students who receive the training generate higher quality explanations and perform better (effect size d = 0.950) on a comprehension test. Experiment 2 demonstrates that self-explanation training increases students’ cognitive engagement and the frequency with which they move their attention around a proof. Experiment 3 demonstrates that a 15- minute in-lecture self-study intervention improves students’ proof comprehension, and that the effect persists over time. Thus we argue that ‘transition to proof’ courses should incorporate self-explanation training.

View Paper: https://www.semanticscholar.org/paper/adc1e45e810643d9f5a16bbe1bd2558b166f98e3

How researchers see this paper

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

1. Anselm R. Strohmaier
2. Kelsey J. MacKay
3. Kristina M. Reiss
4. Andreas Obersteiner

Citations in the corpus

• Eye-tracking methodology in mathematics education research: A systematic literature review (2020, methodology): “For instance, the mean duration of fixations was used as an indicator for mental workload or cognitive effort and depth in processing information (e.g., Hodds et al., 2014).”