Learning From Explanations: Does It Matter Who Provides Them?

• In Event: Research on Mathematical Explanations and Discourse

Abstract

Patterning is an activity preschoolers commonly engage in and is considered a form of early algebraic thinking. In the current study, we explored the impact of combining two learning approaches, exploration and explicit instruction, on repeating pattern knowledge. Specifically, we focused on the effect of varying the source of explanations, an important knowledge source for learning. 124 four-year-olds completed a pretest, brief patterning intervention, and immediate posttest. During the intervention, children studied correct examples and either self-explained, received instructional explanations, or alternated between the two. While all students’ repeating pattern knowledge improved, no significant differences were found by condition. Although the source of explanation had no impact on learning, we found that even four-year-olds can generate self-explanations that promote learning.

Authors

• Abbey M. Loehr, Vanderbilt University

• Emily Ruth Fyfe, Vanderbilt University

• Michael Robert Miller, Vanderbilt University

• Bethany Rittle-Johnson, Vanderbilt University