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Seeing beyond the explicit : = Orienting learners to perceive underlying mathematical structure.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Seeing beyond the explicit :/
Reminder of title:	Orienting learners to perceive underlying mathematical structure.
Author:	Garay, Georgia Maria.
Description:	1 online resource (127 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369478068

Seeing beyond the explicit : = Orienting learners to perceive underlying mathematical structure.
Garay, Georgia Maria.

Seeing beyond the explicit :Orienting learners to perceive underlying mathematical structure. - 1 online resource (127 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2016.

Includes bibliographical references

Research has shown that experts are able to see beyond explicitly presented content and identify relevant structural information that determines correct problem solutions. Two experiments were conducted to investigate whether a triad judgment task could be used to orient learners to detect deep structural features within two mathematical content areas: factoring polynomial expressions and solving percent word problems. Three triad types were designed to manipulate surface and deep feature similarity between source and target problems. One triad type contrasted a problem that was similar to the target in terms of surface features with a problem that was similar in terms of structural features (SS-SD). A second triad type contrasted a problem that possessed similar deep features with an unrelated problem (SD-U). The third contrasted a problem with similar surface features and an unrelated problem (SS-U). Learners were presented with six triads of each type and asked to identify which of two source problems went best with the target. Triad types were presented in different blocked sequences to determine whether order of presentation of triads can be used to orient learners towards deep structure. Additionally it was investigated whether the triad judgment task would influence subsequent problem solving performance. Results of both experiments suggested that learners can be oriented toward deep mathematical structure and away from distracting surface features by completing SD-U triads first in a blocked sequence of triads. Learners' ability to perceive underlying structure had no significant impact on problem solving ability.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369478068Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Seeing beyond the explicit : = Orienting learners to perceive underlying mathematical structure.
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500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Mitchell Rabinowitz.
502 $a Thesis (Ph.D.)--Fordham University, 2016.
504 $a Includes bibliographical references
520 $a Research has shown that experts are able to see beyond explicitly presented content and identify relevant structural information that determines correct problem solutions. Two experiments were conducted to investigate whether a triad judgment task could be used to orient learners to detect deep structural features within two mathematical content areas: factoring polynomial expressions and solving percent word problems. Three triad types were designed to manipulate surface and deep feature similarity between source and target problems. One triad type contrasted a problem that was similar to the target in terms of surface features with a problem that was similar in terms of structural features (SS-SD). A second triad type contrasted a problem that possessed similar deep features with an unrelated problem (SD-U). The third contrasted a problem with similar surface features and an unrelated problem (SS-U). Learners were presented with six triads of each type and asked to identify which of two source problems went best with the target. Triad types were presented in different blocked sequences to determine whether order of presentation of triads can be used to orient learners towards deep structure. Additionally it was investigated whether the triad judgment task would influence subsequent problem solving performance. Results of both experiments suggested that learners can be oriented toward deep mathematical structure and away from distracting surface features by completing SD-U triads first in a blocked sequence of triads. Learners' ability to perceive underlying structure had no significant impact on problem solving ability.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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