Concreteness Fading of Algebraic Instruction: Effects on Learning

• In Event: Learning and Instruction

Abstract

Learning algebra is difficult for many students, perhaps partly due to greater emphasis on abstract rule memorization and application than on perceptual strategies within classroom instruction. Algebra instruction utilizing concreteness fading—introducing rules concretely before abstractly—may provide more beneficial scaffolding for students. We compare gains from manipulating the order of receiving concrete manipulative-based instruction (Pushing Symbols) and a matched instructional plan lacking explicit symbol motion. Concreteness fading predicted higher achievement than the control after Day 2 of the intervention, and mitigated the detrimental effects of mathematics anxiety on achievement.

Authors

• Erin R Ottmar, University of Richmond

• David Landy, University of Richmond