Enhancing Conceptual Knowledge in Early Algebra through Scaffolding Diagrammatic Self-Explanation

• Published in: Grantee Submission
• Main Authors: Nagashima, Tomohiro, Bartel, Anna N, Silla, Elena M, Vest, Nicholas A, Alibali, Martha W, Aleven, Vincent
• Format: Report
• Language: English
• Published: 2020
• Subjects: Algebra; Comparative Analysis; Concept Formation; Equations (Mathematics); Grade 5; Grade 6; Instructional Effectiveness; Intelligent Tutoring Systems; Learning Processes; Mathematical Concepts; Mathematics Instruction; Prior Learning; Problem Solving; Scaffolding (Teaching Technique); STEM Education; Teaching Methods; Visual Aids

Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students "explain" their problem-solving steps in the form of diagrams. We used contrasting cases to support students' sense-making between algebraic equations and diagrams in the self-explanation activity. We conducted a classroom experiment with 41 students in grades 5 and 6 to test the effectiveness of this strategy when embedded in an Intelligent Tutoring System for algebra. We found that scaffolded diagrammatic self-explanation enhanced conceptual knowledge for students who did not have prior knowledge of formal equation-solving strategies. The study is the first experimental study showing that visual representations can enhance conceptual knowledge in early algebra. [This paper was published in: "ICLS 2020 Proceedings," ISLS, 2020, pp. 35-42.]