Cognitive Theories, Prior Knowledge, and Anchored Instruction on Mathematical Problem Solving and Transfer

Bibliographic Data

ID9729169
AuthorsKathleen Serafino (Fordham University), Kathleen Carol Serafino (Fordham University, corresponding author), Terry Cicchelli (Fordham University)
Year2003
Volume36
Issue1
Pages79-93
Publication date2003-11-01
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124503257016
OpenAlexW2002398351
LanguageEN
Citations received1
References cited4

Using constructivist theories as a framework, this study tested the effects of prior knowledge and two models (structured problem solving, SPS, and guided generation, GG) of anchored instruction on student mathematical problem solving and transfer to an analogous task. Two groups ( N = 50) of randomly assigned students to treatments were taught by 2 teachers for 15 days, using tasks in the Jasper Woodbury Problem Solving Series. ANOVA and t tests showed a significant main effect for prior knowledge, significant differences on transfer to analogous tasks, a significant difference between groups on transfer favoring the GG model, and a significant interaction between low priors and the GG treatment on transfer. In particular, findings showing learning success in mathematics problem solving with low prior achievers support the notion of encouraging and expanding this line of research with at-risk learners

Cognition · Cognitive psychology · Developmental psychology · Knowledge management · Knowledge transfer · Mathematics education · Significant difference · Statistics · Task (project management · Transfer of learning · Transfer of training · Cognitive and developmental aspects of mathematical skills · Computer Science · Innovative Teaching and Learning Methods · Mathematics · Mathematics Education and Teaching Techniques · Psychology

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