Visual Cues Offer a New Vision for Middle School Mathematics Education, Literally

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: Student Learning in Mathematics Education

Abstract

Worked examples are effective for mathematics learning. We examined variations in their efficacy by changing the presentation of notation within practice problems and worked examples. We used a 3×3 design to compare the effects of perceptual cue type (spacing and color) and congruence to the order of operations (congruent, incongruent, neutral) on students’ order-of-operations problem-solving performance, learning, and retention. Among 688 U.S. sixth graders, the majority improved from the intervention at immediate and delayed posttest. Congruent spacing led to the most learning (e.g., 10 + 4×8 − 3), followed by incongruent color (e.g., coloring 10 + 4 orange in 10 + 4 × 8 – 3). Using perceptual cues in instructional materials supported students’ learning, even after removing the cues.

Authors

• Avery H. Closser, University of Florida

• Jeffrey Bye, California State University - Dominguez Hills

• Puyuan Zhang, Worcester Polytechnic Institute

• Maegan Colbert, Virginia Tech

• Shuqi Yu, Virginia Tech

• Ji-Eun Lee, Worcester Polytechnic Institute

• Caroline B. Hornburg, Virginia Tech

• Erin R Ottmar, Worcester Polytechnic Institute