Iterating between lessons on concepts and procedures can improve mathematics knowledge
Bibliographic Data
| ID | 5263287 |
|---|---|
| Authors | Bethany Rittle‐johnson (0000-0001-8001-942X, Vanderbilt University, corresponding author), Kenneth Koedinger, Kenneth R Koedinger (0000-0002-5850-4768, Carnegie Mellon University) |
| Year | 2009 |
| Volume | 79 |
| Issue | 3 |
| Pages | 483-500 |
| Publication date | 2009-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709908x398106 |
| PMID | 19228442 |
| OpenAlex | W2170557743 |
| Language | EN |
| Citations received | 16 |
| References cited | 27 |
Background Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning.Aims The purpose of the current study was to evaluate the instructional benefits of an iterative lesson sequence compared to a concepts-before-procedures sequence for students learning decimal place-value concepts and arithmetic procedures.Samples In two classroom experiments, sixth-grade students from two schools participated (N = 77 and 26).Method Students completed six decimal lessons on an intelligent-tutoring systems. In the iterative condition, lessons cycled between concept and procedure lessons. In the concepts-first condition, all concept lessons were presented before introducing the procedure lessons.Results In both experiments, students in the iterative condition gained more knowledge of arithmetic procedures, including ability to transfer the procedures to problems with novel features. Knowledge of concepts was fairly comparable across conditions. Finally, pre-test knowledge of one type predicted gains in knowledge of the other type across experiments.Conclusions An iterative sequencing of lessons seems to facilitate learning and transfer, particularly of mathematical procedures. The findings support an iterative perspective for the development of knowledge of concepts and procedures
Algorithm · Arithmetic · Decimal · Iterative and incremental development · Iterative method · Knowledge level · Machine learning · Mathematics education · Perspective (graphical) · Sequence (biology) · Test (biology) · Value (mathematics) · Artificial Intelligence · Cognitive and developmental aspects of mathematical skills · Computer Science · Mathematics · Mathematics Education and Teaching Techniques · Visual and Cognitive Learning Processes
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| Unique citing works | 16 |
|---|---|
| Citations per year | 1,07 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |