Learning mathematics without a suggested solution method: Durable effects on performance and brain activity
2015 (English)In: Trends in Neuroscience and Education, ISSN 2452-0837, E-ISSN 2211-9493, Vol. 4, no 1-2, 6-14 p.Article in journal (Other academic) Published
A dominant mathematics Leaching method is to present a solution method and let pupils repeatedly practice it. An alternative method is to let pupils create a solution method themselves. The current study compared these two approaches in terms of lasting effects on performance and brain activity. Seventy-three participants practiced mathematics according to one of the two approaches. One week later, participants underwent BM while being tested on the practice tasks. Participants who had created the solution method themselves performed better at the test questions. In both conditions, participants engaged a fronto-parietal network more when solving test questions compared to a baseline task. Importantly, participants who had created the solution method themselves showed relatively lower brain activity in angular gyros, possibly reflecting reduced demands on verbal memory. These results indicate that there might be advantages to creating the solution method oneself, and thus have implications for the design of teaching methods.
Place, publisher, year, edition, pages
Elsevier, 2015. Vol. 4, no 1-2, 6-14 p.
Mathematics; Learning; fMRI; Parietal cortex; Angular gyrus; Education
Neurosciences Educational Sciences
Research subject Education
IdentifiersURN: urn:nbn:se:kau:diva-31464DOI: 10.1010/j.tine.2015.03.002ISI: 000363545300002OAI: oai:DiVA.org:kau-31464DiVA: diva2:697118
ProjectsLearning by imitative and creative reasoning
The article was included as manuscript in Yvonne Liljekvists thesis. It was then titled: Learning mathematics without a given solution method have beneficial effects on subsequent performance and modulates brain activity2014-02-172014-02-142016-10-04Bibliographically approved