The Relative Merits of Explicit and Implicit Learning of Contrasted Algebra Principles

• Published in: Educational psychology review 2018-06, Vol.30 (2), p.531-558
• Main Authors: Ziegler, Esther, Edelsbrunner, Peter A., Stern, Elsbeth
• Format: Article
• Language: English
• Subjects: Academic Achievement; Addition; Algebra; Analysis; Child and School Psychology; Comparative Analysis; Direct Instruction; Education; Educational Psychology; Elementary school students; Grade 6; Inferences; Instructional Effectiveness; INTERVENTION STUDY; Knowledge; Knowledge Level; Learning; Learning and Instruction; Mathematics Instruction; Mathematics Skills; Multiplication; Problem Solving; Students; Teaching Methods; Verbal Communication
• ISSN: 1040-726X; 1573-336X
• DOI: 10.1007/s10648-017-9424-4

Knowledge representations that result from practicing problem solving can be expected to differ from knowledge representations that emerge from explicit verbalizing of principles and rules. We examined the degree to which the two types of learning improve problem-solving knowledge and verbal explanation knowledge in classroom instruction. We presented algebraic addition and multiplication problems to 153 sixth graders randomly assigned to two conditions. Students in the explicit learning condition had to verbally compare contrasted algebra problems. Students in the implicit learning condition had to generate and solve new problems. On three follow-up tests over 10 weeks, students in the explicit learning condition exhibited better problem-solving knowledge than students in the implicit learning condition, as well as some advantages in verbal concept knowledge. Implicit learning showed some advantages on not directly taught but incidentally learned aspects. Overall, this outcome favors the explicit learning of concepts. Explicit comparison fostered student performance on non-verbal and verbal measures, indicating that verbalization facilitates effective comparison.