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Self-explanation training improves proof comprehension
journal contributionposted on 2013-11-20, 11:40 authored 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.
- Mathematics Education Centre
Published inJournal for Research in Mathematics Education
Pages62 - 101
CitationHODDS, 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
- AM (Accepted Manuscript)
NotesClosed 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