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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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Published in: | European journal of psychology of education 2021-03, Vol.36 (1), p.187-218 |
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container_title | European journal of psychology of education |
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creator | Ziegler, Esther Edelsbrunner, Peter A. Stern, Elsbeth |
description | 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. |
doi_str_mv | 10.1007/s10212-020-00468-3 |
format | article |
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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.</description><identifier>ISSN: 0256-2928</identifier><identifier>EISSN: 1878-5174</identifier><identifier>DOI: 10.1007/s10212-020-00468-3</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>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</subject><ispartof>European journal of psychology of education, 2021-03, Vol.36 (1), p.187-218</ispartof><rights>Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V. 2020</rights><rights>Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V. 2020.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c341t-1f990ef6fc6a6d2c8a0b0e8233917d6759374e55b4a76b1638e00eb9a9c365bb3</citedby><cites>FETCH-LOGICAL-c341t-1f990ef6fc6a6d2c8a0b0e8233917d6759374e55b4a76b1638e00eb9a9c365bb3</cites><orcidid>0000-0002-5282-2028</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2917970717/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2917970717?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21378,21394,27924,27925,33611,33877,43733,43880,74221,74397</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1288892$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Ziegler, Esther</creatorcontrib><creatorcontrib>Edelsbrunner, Peter A.</creatorcontrib><creatorcontrib>Stern, Elsbeth</creatorcontrib><title>The benefit of combining teacher-direction with contrasted presentation of algebra principles</title><title>European journal of psychology of education</title><addtitle>Eur J Psychol Educ</addtitle><description>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.</description><subject>Addition</subject><subject>Algebra</subject><subject>Aptitude Treatment Interaction</subject><subject>Cognitive Psychology</subject><subject>Comparative Analysis</subject><subject>Concept Teaching</subject><subject>Critical Thinking</subject><subject>Education</subject><subject>Educational Psychology</subject><subject>Elementary School Mathematics</subject><subject>Elementary School Students</subject><subject>Elementary School Teachers</subject><subject>Goal Orientation</subject><subject>Grade 6</subject><subject>Guidance</subject><subject>Independent Study</subject><subject>Knowledge</subject><subject>Learning</subject><subject>Mathematical Concepts</subject><subject>Mathematics Instruction</subject><subject>Mathematics Skills</subject><subject>Meta Analysis</subject><subject>Multiplication</subject><subject>Pedagogic Psychology</subject><subject>Prior Learning</subject><subject>Resistance (Psychology)</subject><subject>Sequential Approach</subject><subject>Students</subject><subject>Teaching Methods</subject><subject>Thinking Skills</subject><issn>0256-2928</issn><issn>1878-5174</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><recordid>eNp9UMlKBDEQDaLguPyAIDR4jlaS7ixHEVcEL3qUkGSqZyJj95hExL83Y4vePBXUW-rVI-SIwSkDUGeZAWecAgcK0EpNxRaZMa007Zhqt8kMeCcpN1zvkr2cXwC4EEbMyPPjEhuPA_axNGPfhPHVxyEOi6agC0tMdB4ThhLHofmIZVkJQ0kuF5w364QZh-K-wap1qwX65Oo-DiGuV5gPyE7vVhkPf-Y-ebq6fLy4ofcP17cX5_c0iJYVynpjAHvZB-nknAftwAPqTUSm5lJ1RqgWu863TknPpNAIgN44E4TsvBf75GTyXafx7R1zsS_jexrqScurhVGgmKosPrFCGnNO2Nua9NWlT8vAbmq0U4221mi_a7Siio4nEaYYfgWXd4xrrQ2vuJjwvHl7genv9D-uXwfGf5M</recordid><startdate>20210301</startdate><enddate>20210301</enddate><creator>Ziegler, Esther</creator><creator>Edelsbrunner, Peter A.</creator><creator>Stern, Elsbeth</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8A4</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0002-5282-2028</orcidid></search><sort><creationdate>20210301</creationdate><title>The benefit of combining teacher-direction with contrasted presentation of algebra principles</title><author>Ziegler, Esther ; Edelsbrunner, Peter A. ; Stern, Elsbeth</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c341t-1f990ef6fc6a6d2c8a0b0e8233917d6759374e55b4a76b1638e00eb9a9c365bb3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Addition</topic><topic>Algebra</topic><topic>Aptitude Treatment Interaction</topic><topic>Cognitive Psychology</topic><topic>Comparative Analysis</topic><topic>Concept Teaching</topic><topic>Critical Thinking</topic><topic>Education</topic><topic>Educational Psychology</topic><topic>Elementary School Mathematics</topic><topic>Elementary School Students</topic><topic>Elementary School Teachers</topic><topic>Goal Orientation</topic><topic>Grade 6</topic><topic>Guidance</topic><topic>Independent Study</topic><topic>Knowledge</topic><topic>Learning</topic><topic>Mathematical Concepts</topic><topic>Mathematics Instruction</topic><topic>Mathematics Skills</topic><topic>Meta Analysis</topic><topic>Multiplication</topic><topic>Pedagogic Psychology</topic><topic>Prior Learning</topic><topic>Resistance (Psychology)</topic><topic>Sequential Approach</topic><topic>Students</topic><topic>Teaching Methods</topic><topic>Thinking Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ziegler, Esther</creatorcontrib><creatorcontrib>Edelsbrunner, Peter A.</creatorcontrib><creatorcontrib>Stern, Elsbeth</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>European journal of psychology of education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ziegler, Esther</au><au>Edelsbrunner, Peter A.</au><au>Stern, Elsbeth</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1288892</ericid><atitle>The benefit of combining teacher-direction with contrasted presentation of algebra principles</atitle><jtitle>European journal of psychology of education</jtitle><stitle>Eur J Psychol Educ</stitle><date>2021-03-01</date><risdate>2021</risdate><volume>36</volume><issue>1</issue><spage>187</spage><epage>218</epage><pages>187-218</pages><issn>0256-2928</issn><eissn>1878-5174</eissn><abstract>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.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s10212-020-00468-3</doi><tpages>32</tpages><orcidid>https://orcid.org/0000-0002-5282-2028</orcidid></addata></record> |
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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 |
title | The benefit of combining teacher-direction with contrasted presentation of algebra principles |
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