Erkens, G.

Kirschner, P. A.

Slof, Bert

Dutch

This study examined the effects of combining causal and mathematical representations on learners' collaborative performance of a complex business-economics problem-task. In total 34 teams (learner-triads) carried the problem-task out in a predefined order, namely (1) defining the problem and proposing two solutions (problem-solution phase) and (2) evaluating solutions and providing a definitive advise (solution-evaluation phase). Teams were randomly allocated to four conditions and varied in the representations they had to co-construct. Teams in the causal-mathematical condition (n=8) co-constructed a causal representation during problem-solution and a mathematical representation during solution-evaluation. Teams in the mathematical-causal condition (n=8) co-constructed both representations in a reversed order. Teams in the causal (n=9) and mathematical (n=9) conditions co-constructed the same type of representation (causal or mathematical) during problem-solution and solution-evaluation. As expected teams that co-constructed representations matching the task demands of both problem phases (causal-mathematical condition) were better able to coordinate their problem-solving process and came up with better solutions for the problem.</p

Dissertations of the University of Groningen

Het combineren van causale en mathematische schema’s ondersteunt leerlingen in het gezamenlijk oplossen van realistische bedrijfseconomische probleemopgaven

https://pure.rug.nl/ws/files/120308610/download_5_.pdf

Het combineren van causale en mathematische schema’s ondersteunt leerlingen in het gezamenlijk oplossen van realistische bedrijfseconomische probleemopgaven

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Dissertations of the University of Groningen