The benefit of combining teacher-direction with contrasted presentation of algebra principles

Teacher-directed and self-directed learning have been compared across various contexts. Depending on the settings and the presentation of material, mixed benefits are found; the specific circumstances under which either condition is advantageous are unclear. We combined and reanalyzed data from two...

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Bibliographic Details
Published in:European journal of psychology of education 2021-03, Vol.36 (1), p.187-218
Main Authors: Ziegler, Esther, Edelsbrunner, Peter A., Stern, Elsbeth
Format: Article
Language:English
Subjects:
Addition
Algebra
Aptitude Treatment Interaction
Cognitive Psychology
Comparative Analysis
Concept Teaching
Critical Thinking
Education
Educational Psychology
Elementary School Mathematics
Elementary School Students
Elementary School Teachers
Goal Orientation
Grade 6
Guidance
Independent Study
Knowledge
Learning
Mathematical Concepts
Mathematics Instruction
Mathematics Skills
Meta Analysis
Multiplication
Pedagogic Psychology
Prior Learning
Resistance (Psychology)
Sequential Approach
Students
Teaching Methods
Thinking Skills
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Summary:Teacher-directed and self-directed learning have been compared across various contexts. Depending on the settings and the presentation of material, mixed benefits are found; the specific circumstances under which either condition is advantageous are unclear. We combined and reanalyzed data from two experimental studies investigating the effects of contrasted versus sequential presentation of materials on learning the principles of algebraic addition and multiplication in sixth-grade classrooms. In both studies, students were presented the same structured materials that differed only in whether the principles were explained by the teacher ( n =  154) or inferred by the students ( n =  91). We found short- and medium-term advantages of combining teacher-direction with contrasted presentation of algebra principles. An examination of aptitude-treatment interactions shows that particularly students with lower reasoning abilities benefited from teacher-direction in the demanding contrasted condition. Based on these findings, we discuss the particular circumstances under which teacher-directed instruction reveals its advantages.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-020-00468-3