Is procedure acquisition as unstable as it seems? |
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| Authors: | Talia Ben-Zeev James Ronald |
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| Institution: | a Department of Pschycology, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132, USA;b Brown University, USA |
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| Abstract: | Are students’ mathematical procedures as unstable as they seem? Students often produce different errors in response to the same kind of problems on different testing occasions. This finding is puzzling. Past research has shown that students induce overly general procedures from worked-out examples during learning, which lead to a host of predictable errors on new problems. Do students create rule-based errors only to then switch between them at random? In this paper, we show that seemingly diverse errors on two different testing episodes may result from the same underlying stable procedure and are part of the same error category. These findings suggest that students’ errors are more stable on a category vs. on an individual level. The current study consists of teaching students addition in a new number system, called NewRoman, and analyzing students’ solution strategies in detail. Implications for teaching are discussed. |
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