Prior Knowledge and Irrelevant Details When Learning About Fraction Division With LEGO® Bricks

• In Event: Using Examples and Mistakes to Facilitate Mathematics Learning

Abstract

The study examined whether prior knowledge and instruction on measurement division concepts impacted the degree to which children were distracted by irrelevant details on LEGO® bricks when solving fraction division problems. Fourth and fifth graders (N=39) were randomly assigned to one of two instructional conditions: (a) procedures and concepts, where children heard conceptual explanations of measurement division in a lesson on how to solve fraction division problems with LEGO® bricks, and (b) procedures only, which consisted of the same instruction, but without conceptual explanations. The results revealed that prior knowledge predicted the level of distraction, but the conceptual instruction did not attenuate the effect. The study demonstrates the irrelevant details effect in instructional contexts where visual representations are used.

Authors

• Alison Tellos, Concordia University - Montreal
  Presenting Author

• Helena P. Osana, Concordia University - Montreal
  Non-Presenting Author