File(s) under permanent embargo

Reason: This item is currently closed access.

Self-explanation training improves proof comprehension

journal contribution
posted on 20.11.2013, 11:40 by Mark Hodds, Lara AlcockLara Alcock, Matthew InglisMatthew Inglis
In this paper we report three experiments demonstrating that a simple booklet containing self explanation training, designed to focus students’ attention on logical relationships within a mathematical proof, can significantly improve their proof comprehension. Experiment 1 demonstrates that students who receive the training generate higher quality explanations and perform better (effect size d = 0.950) on a comprehension test. Experiment 2 demonstrates that self-explanation training increases students’ cognitive engagement and the frequency with which they move their attention around a proof. Experiment 3 demonstrates that a 15- minute in-lecture self-study intervention improves students’ proof comprehension, and that the effect persists over time. Thus we argue that ‘transition to proof’ courses should incorporate self-explanation training.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Journal for Research in Mathematics Education

Volume

45

Issue

1

Pages

62 - 101

Citation

HODDS, M., ALCOCK, L. and INGLIS, M., 2014. Self-explanation training improves proof comprehension. Journal for Research in Mathematics Education, 45 (1), pp. 98 - 137.

Publisher

© National Council of Teachers of Mathematics

Version

AM (Accepted Manuscript)

Publication date

2014-01-01

Notes

Closed access. This article was published in the Journal for Research in Mathematics Education (JRME) [© National Council of Teachers of Mathematics] http://www.nctm.org . A file of supplementary materials is available from the author's personal website at http://homepages.lboro.ac.uk/~mamji/files/JRME_SelfExpl_SuppMat.pdf

ISSN

0021-8251

Language

en

Usage metrics

Categories

Keywords

Exports