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• W2926469585 abstract "Principle-oriented explanations have demonstrated to foster students’ mathematical understanding, as they integrate conceptual and procedural information to make the solution process tangible to novice students. Teachers, however, often omit conceptual information when explaining procedures. In two experimental studies, we tested the hypothesis that teachers’ tendency to omit conceptual information may have occurred, as teachers generally devalued the potential of principle-oriented explanations. In Study 1, we randomly provided two cohorts of secondary students (N = 129) with principle-oriented versus procedure-oriented explanations on four mathematical topics. Afterwards, students answered a knowledge test. We replicated previous findings that students with principle-oriented explanations outperformed students with procedure-oriented explanations on the knowledge test (application test, transfer test). In Study 2, we gave mathematics teachers (N = 69) these explanations as judgment materials. Teachers randomly rated a balanced set of four explanations of Study 1 which varied in their procedure- versus principle-orientation. We found no significant differences between teachers’ judgments of principle- versus procedure-oriented explanations. Content analyses of the justifications revealed that teachers were more concerned about students’ overload when judging principle-oriented explanations than procedure-oriented explanations. Our findings replicated the beneficial effects of principle-oriented explanations for novice students’ understanding. Furthermore, they highlight the need to sensitize teachers for potential effects of providing principle-oriented explanations." @default.
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• W2926469585 date "2019-07-01" @default.
• W2926469585 modified "2023-09-27" @default.
• W2926469585 title "To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of Principle-Oriented explanations" @default.
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• W2926469585 doi "https://doi.org/10.1016/j.cedpsych.2019.03.008" @default.
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