Paging the Mathematician General: Empirical Warnings for Diagram Use

• In Event: Research in Secondary Mathematics Contexts

Abstract

Diagrams are commonly used in mathematics instruction; however, their effectiveness has been empirically challenged. In this study, 108 undergraduates were trained to use diagrams to solve two types of probability word problems: total and joint. Half were trained to use a diagram, and half were trained to use only an equation. Results showed no benefits of diagrams for joint-probability problems and a detrimental effect for total-probability problems. Initial practice for these problems was either blocked or interleaved, but there were no significant differences on this variable.

Authors

• Brian D. Beitzel, SUNY - College at Oneonta

• Richard K. Staley, SUNY - College at Oneonta