The effectiveness of hints during computer supported word problem solving de Kock, Willem Daniel

University of Groningen

The effectiveness of hints during computer supported word problem solving

de Kock, Willem Daniel

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Publication date: 2016

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de Kock, W. D. (2016). The effectiveness of hints during computer supported word problem solving. Rijksuniversiteit Groningen.

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Berthold, K., Nückles, M., & Renkl, A. (2007). Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction, 17, 564–577.

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Briggs, R. O., De Vreede, G. J. , Nunamaker, J. F. Jr. , & Tobey, D. (2001). ThinkLets: Achieving Predictable, Repeatable Patterns of Group Interaction with Group Support Systems (GSS). Proceedings of the Hawaii International Conference on System Sciences, Los Alamitos, IEEE Computer Society Press.

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Cheng, X., Li, Y., Sun, J., & Huang, J. (2015). Application of a novel collaboration engineering method for learning design: A case study. British Journal of Educational Technology, 47 (4), 803818.

Chung, K. K. H., & Tam, Y. H. (2005). Effects of cognitivebased instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual and Developmental Disability, 30, 207–216. doi:10.1080/13668250500349409

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ed.). Lawrence Erlbaum Associates.

Cooper, B., & Harries, T. (2005). Making sense of realistic word problems: Portraying working class “failure” on a division with remainder problem. International Journal of Research & Method in Education, 28, 147–169 Corbalan, G., Kester, L., & Van Merriënboer, J. J. G. (2008). Selecting learning

tasks: Effects of adaptation and shared control on efficiency and task involvement. Contemporary Educational Psychology, 33, 733–756.

Corter, J. E. & Zahner, D. (2007). Use of external visual representations in probability problem solving. Statistics Education Research Journal, 6 (1), 2250.

Crippen, K. J., & Earl, B. L. (2007). The impact of Webbased worked examples and selfexplanation on performance, problem solving, and selfefficacy. Computers & Education, 49 (3), 809–821. doi:10.1016/j.compedu.2005.11.018

DarlingHammond, L., Wei, R. C., & Johnson, C. M. (2009). Teacher preparation and teacher learning: A changing policy landscape. In G. Sykes, B. L. Schneider, & D. N. Plank (Eds.), Handbook of education policy research (pp. 613–636). New York, NY: Routledge.

De Boer, H., Donker, A. S., & Van der Werf, M. P. C. (2014). Effects of the attributes of educational interventions on students’ academic performance: a meta analysis. Review of Educational Research, 84 (4), 509  545.

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De Kock, W. D., & Harskamp, E. G. (2014). Can Teachers in Primary Education Implement a Metacognitive Computer Programme for Word Problem Solving in their Mathematics Classes? Educational Research and Evaluation, 20 (3), 231–250. doi:10.1080/13803611.2014.901921

Demetriadis, S.N., Papadopoulos, P.M., Stamelos, J.G., & Fischer, F. (2008). The effect of scaffolding students’ contextgenerating cognitive activity in technologyenhanced casebased learning. Computers and Education, 51 (2), 939–954.

Desoete, A., Roeyers, H., & De Clercq, A. (2003). Can offline metacognition enhance mathematical problem solving? Journal of Educational Psychology, 95, 188–200.doi:10.1037/00220663.95.1.188

Devolder, A., Van Braak, J., & Tondeur, J. (2012). Supporting selfregulated learning in computerbased learning environments: Systematic review of effects of scaffolding in the domain of science education. Journal of Computer Assisted Learning, 28, 557–573.

De Vreede, G. J., Kolfschoten, G. L., & Briggs, R. O. (2006). ThinkLets: a collaboration engineering pattern language. International Journal of Computer Applications in Technology, 25 (2), 140154.

Dignath, C., & Büttner, G. (2008). Components of fostering selfregulated learning among students. A metaanalysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231– 264.doi:10.1007/s114090089029x

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15, 313–331. doi:10.1016/j.learninstruc.2005.07.001.

Ginns, P., Martin, A., & Marsh, H. (2013). Designing instructional text in a conversational style: a metaanalysis. Educational Psychology Review, 25 (4), 1–28. doi:10.1007/s1064801392280.

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arithmetic word problems: A comparison of successful and

unsuccessful problem solvers. Journal of Educational Psychology,

87, 1832.

Hill, J. R. & Hannafin, M. J. (2001). Teaching and learning in digital environments: the resurgence of resourcebased learning. Educational Technology Research and Development, 49 (3), 37–52.

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Inspectie van het Onderwijs. (2008). Basisvaardigheden rekenenwiskunde in het basisonderwijs [Basic math skills in elementary education]. Utrecht, The Netherlands: Author.

Jacobs, V. R., Franke, M. L., Carpenter, T. P., Levi, L., & Battey, D. (2007). Professional development focused on children’s algebraic reasoning in elementary schools. Journal for Research in Mathematics Education , 38 (3), 258288.

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Jacobse, A. E., & Harskamp, E. G. (2009). Studentcontrolled metacognitive training for solving word problems in primary school mathematics. Educational Research and Evaluation, 15, 447–463. doi:10.1080/13803610903444519

Janssen, J. (2014). Opening the black box of collaborative learning: A meta analysis investigating the antecedents and consequences of collaborative interaction. Report no. 41111632 commissioned by NWOPROO and NRO. University of Utrecht, Utrecht (2014)

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Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38 (2), 67–73.

Johnson, D. W. & Johnson R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38, 365 – 379.

Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48 (4), 6385.

Jonassen, D. H. (2003). Using cognitive tools to represent problems. Journal of Research on Technology in Education, 35 (3), 362381.

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Koedinger, K. R., & Aleven, V. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19, 239– 264. doi:10.1007/s1064800790490.

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Kollar I., Fischer F., & Hesse F. W. (2006). Collaboration scripts—A conceptual analysis. Educational Psychology Review, 18, 159–185. doi:10.1007/s10648 00690072.

Kollar, I., Ufer, S., Reichersdorfer, E., Vogel, F., Fischer, F., & Reiss, K. (2014). Effects of Collaboration Scripts and Heuristic Worked Examples on the Acquisition of Mathematical Argumentation Skills of Teacher Students with Different Levels of Prior Achievement. Learning and Instruction, 32, 2236. Kramarski, B., & Friedman, S. (2014). Solicited versus Unsolicited Metacognitive

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Kramarski, B., & Gutman, M. (2006). How can selfregulated learning be supported in mathematical Elearning environments? Journal of Computer Assisted Learning, 22, 24–33. doi:10.1111/j.13652729.2006.00157.x

Kroesbergen, E. H., & Van Luit, J. E. H. (2002). Teaching multiplication to low math performers: Guided versus structured instruction. Instructional Science, 30, 361–378. doi:10.1023/A:1019880913714

Ku, H., Harter, C., Liu, P., Thompson, L., & Cheng, Y. (2007). The effects of individually personalized computerbased instructional program on solving mathematics problems. Computers in Human Behavior, 23 (3), 1195–1210. Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A

metaanalysis of the effects of facetoface cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10(0), 133149. doi:10.1016/j.edurev.2013.02.002

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Lee, H., Lim, K., & Grabowski, B. L. (2010). Improving selfregulation, learning strategy use, and achievement with metacognitive feedback. Educational Technology Research and Development, 58 (6), 629–648.

Lesh, R., & Doerr, H. (2000). Symbolizing, communicating and mathematizing: Key components of models and modeling. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms (pp. 361–383). Mahwah, NJ: Lawrence Erlbaum.

Li, Q., & Ma, X. (2010). A metaanalysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22, 215–243. doi:10.1007/s1064801091258

Lipponen, L., Rahikainen, M., Lallimo, J., & Hakkarainen, K. (2001). Analyzing patterns of participation and discourse in elementary students’ online science discussion. In P. Dillenbourg, A. Eurelings., & K. Hakkarainen (Eds.), European Perspectives on ComputerSupported Collaborative Learning. Proceedings of the First European Conference on CSCL (pp. 421428). Maastricht, the Netherlands: Maastricht McLuhan Institute.

Liu, M., Bera, S., Corliss, S. B., Svinicki, M. D., & Beth, A. D. (2004). Understanding the Connection Between Cognitive Tool Use and Cognitive Processes as used by Sixth Graders in a ProblemBased Hypermedia Learning Environment. Journal of Educational Computing Research, 31 (3), 309–334.

Low, R., & Over, R. (1989). Detection of missing irrelevant information within algebraic story problems. Britisch Journal of Educational Psychology, 59 (3), 296–305.

Low, R., & Over, R. (1990). Text editing of algebraic word problems. Australian Journal of Psychology, 42 (1), 63–73.

Lu, J., Lajoie, S. P., & Wiseman, J. (2010). Scaffolding problembased learning with tools. International Journal of ComputerSupported Collaborative Learning, 5 (3), 283–298. doi:10.1007/s1141201090926

Makel, M. C., & Plucker, J. A. (2014). Facts are more important than novelty: Replication in the education sciences. Educational Researcher, 43, 304–316. doi:10.3102/0013189x14545513

Martin, M.O. & Mullis, I.V.S. (Eds.). (2013). TIMSS and PIRLS 2011: Relationships Among Reading, Mathematics, and Science Achievement at the Fourth Grade—Implications for Early Learning. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

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Mayer, R. E., Dow, G., & Mayer, S. (2003). Multimedia learning in an interactive selfexplaining environment: what works in the design of agentbased microworlds? Journal of Educational Psychology, 95, 806–813.

Mayer, R. E., & Hegarty, M. (1996). The process of understanding mathematical problem solving. In: Sternberg, R. J. and BenZeev T., (Eds.), The nature of mathematical thinking (pp. 29–54).Mahwah, NJ: Erlbaum.

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Sfard, A., Nesher, P., Streefland, L., Cobb, P., & Mason, J. (1998). Learning mathematics through conversation: Is it as good as they say? A debate. For the Learning of Mathematics, 18 (1), 41–51.