The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems

Autores
Minervino, Ricardo Adrian; Trench, Juan Maximo
Año de publicación
2016
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Several studies on analogical transfer to algebra word problems have demonstrated that adapting solutions learned from worked-examples to non-isomorphic problems of the same type is challenging, and that most instructional aids do not alleviate this difficulty. At the same time, various authors have suggested that transfer difficulties sometimes originate in students´ lack of disposition to relate algebraic formulae to the real-world situations to which they refer. We designed a non-interactive intervention encouraging students to elaborate situation models for base and target problems, and to ground algebraic formalisms in these representations. One experimental group simulated situation models by physical object manipulation, while another experimental group performed those simulations mentally. Both conditions outperformed a control group that did not run simulations. This intervention was more effective when the transformations posed by target problems were intrinsically more difficult to assimilate into the learned equation. Implications for the design of instructional interventions are discussed.
Fil: Minervino, Ricardo Adrian. Universidad Nacional del Comahue. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales.; Argentina. Universidad Nacional del Comahue. Facultad de Ciencias de la Educación. Departamento de Psicología; Argentina
Fil: Trench, Juan Maximo. Universidad Nacional del Comahue. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales.; Argentina. Universidad Nacional del Comahue. Facultad de Ciencias de la Educación. Departamento de Psicología; Argentina
Materia
Analogy
Transfer
Algebra Word Problems
Problem Solving
Situation Model Simulation
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/64331
Acceder
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network_name_str CONICET Digital (CONICET)
spelling The Simulation of Situation Models Aids Analogical Transfer Between Algebra ProblemsMinervino, Ricardo AdrianTrench, Juan MaximoAnalogyTransferAlgebra Word ProblemsProblem SolvingSituation Model Simulationhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Several studies on analogical transfer to algebra word problems have demonstrated that adapting solutions learned from worked-examples to non-isomorphic problems of the same type is challenging, and that most instructional aids do not alleviate this difficulty. At the same time, various authors have suggested that transfer difficulties sometimes originate in students´ lack of disposition to relate algebraic formulae to the real-world situations to which they refer. We designed a non-interactive intervention encouraging students to elaborate situation models for base and target problems, and to ground algebraic formalisms in these representations. One experimental group simulated situation models by physical object manipulation, while another experimental group performed those simulations mentally. Both conditions outperformed a control group that did not run simulations. This intervention was more effective when the transformations posed by target problems were intrinsically more difficult to assimilate into the learned equation. Implications for the design of instructional interventions are discussed.Fil: Minervino, Ricardo Adrian. Universidad Nacional del Comahue. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales.; Argentina. Universidad Nacional del Comahue. Facultad de Ciencias de la Educación. Departamento de Psicología; ArgentinaFil: Trench, Juan Maximo. Universidad Nacional del Comahue. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales.; Argentina. Universidad Nacional del Comahue. Facultad de Ciencias de la Educación. Departamento de Psicología; ArgentinaSpringer Publishing Company2016-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/64331Minervino, Ricardo Adrian; Trench, Juan Maximo; The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems; Springer Publishing Company; Journal of Cognitive Education and Psychology; 15; 3; 10-2016; 428-4431945-89591810-7621CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1891/1945-8959.15.3.428info:eu-repo/semantics/altIdentifier/url/http://connect.springerpub.com/content/sgrjcep/15/3/428info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-22T11:08:36Zoai:ri.conicet.gov.ar:11336/64331instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-22 11:08:37.267CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems
title The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems
spellingShingle The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems
Minervino, Ricardo Adrian
Analogy
Transfer
Algebra Word Problems
Problem Solving
Situation Model Simulation
title_short The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems
title_full The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems
title_fullStr The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems
title_full_unstemmed The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems
title_sort The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems
dc.creator.none.fl_str_mv Minervino, Ricardo Adrian
Trench, Juan Maximo
author Minervino, Ricardo Adrian
author_facet Minervino, Ricardo Adrian
Trench, Juan Maximo
author_role author
author2 Trench, Juan Maximo
author2_role author
dc.subject.none.fl_str_mv Analogy
Transfer
Algebra Word Problems
Problem Solving
Situation Model Simulation
topic Analogy
Transfer
Algebra Word Problems
Problem Solving
Situation Model Simulation
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Several studies on analogical transfer to algebra word problems have demonstrated that adapting solutions learned from worked-examples to non-isomorphic problems of the same type is challenging, and that most instructional aids do not alleviate this difficulty. At the same time, various authors have suggested that transfer difficulties sometimes originate in students´ lack of disposition to relate algebraic formulae to the real-world situations to which they refer. We designed a non-interactive intervention encouraging students to elaborate situation models for base and target problems, and to ground algebraic formalisms in these representations. One experimental group simulated situation models by physical object manipulation, while another experimental group performed those simulations mentally. Both conditions outperformed a control group that did not run simulations. This intervention was more effective when the transformations posed by target problems were intrinsically more difficult to assimilate into the learned equation. Implications for the design of instructional interventions are discussed.
Fil: Minervino, Ricardo Adrian. Universidad Nacional del Comahue. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales.; Argentina. Universidad Nacional del Comahue. Facultad de Ciencias de la Educación. Departamento de Psicología; Argentina
Fil: Trench, Juan Maximo. Universidad Nacional del Comahue. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales.; Argentina. Universidad Nacional del Comahue. Facultad de Ciencias de la Educación. Departamento de Psicología; Argentina
description Several studies on analogical transfer to algebra word problems have demonstrated that adapting solutions learned from worked-examples to non-isomorphic problems of the same type is challenging, and that most instructional aids do not alleviate this difficulty. At the same time, various authors have suggested that transfer difficulties sometimes originate in students´ lack of disposition to relate algebraic formulae to the real-world situations to which they refer. We designed a non-interactive intervention encouraging students to elaborate situation models for base and target problems, and to ground algebraic formalisms in these representations. One experimental group simulated situation models by physical object manipulation, while another experimental group performed those simulations mentally. Both conditions outperformed a control group that did not run simulations. This intervention was more effective when the transformations posed by target problems were intrinsically more difficult to assimilate into the learned equation. Implications for the design of instructional interventions are discussed.
publishDate 2016
dc.date.none.fl_str_mv 2016-10
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/64331
Minervino, Ricardo Adrian; Trench, Juan Maximo; The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems; Springer Publishing Company; Journal of Cognitive Education and Psychology; 15; 3; 10-2016; 428-443
1945-8959
1810-7621
CONICET Digital
CONICET
url http://hdl.handle.net/11336/64331
identifier_str_mv Minervino, Ricardo Adrian; Trench, Juan Maximo; The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems; Springer Publishing Company; Journal of Cognitive Education and Psychology; 15; 3; 10-2016; 428-443
1945-8959
1810-7621
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1891/1945-8959.15.3.428
info:eu-repo/semantics/altIdentifier/url/http://connect.springerpub.com/content/sgrjcep/15/3/428
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Springer Publishing Company
publisher.none.fl_str_mv Springer Publishing Company
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 12.982451

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