Conceptual explanations and understanding fraction comparisons |
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| Institution: | 1. University of California, Los Angeles, Department of Psychology, 1285 Franz Hall, Box 951563, Portola Plaza Building, Los Angeles, CA, 90095, USA;2. California State University, Los Angeles, Department of Psychology, KH C-3104, 5151 State University Dr., Los Angeles, CA, 90032, USA;1. Portland State University, Portland, OR, USA;2. Virginia Tech, Blacksburg, VA, USA;1. Department of Psychology, Carnegie Mellon University, 331 D Baker Hall, 5000 Forbes Ave., Pittsburgh, PA 15213, USA;2. Siegler Center for Innovative Learning, Beijing Normal University, Beijing 100875, China;3. Department of Psychology, University of Oklahoma, 455 W. Lindsey St., 727 Dale Hall Tower, Norman, OK 73019, USA;1. Leibniz-Institut für Wissensmedien, Tuebingen, Germany;2. LEAD Graduate School, Eberhard-Karls University Tuebingen, Germany;3. TUT Game Lab, Tampere University of Technology, Pori, Finland;4. Centre for Learning Research, University of Turku, Turku, Finland;5. Department of Psychology, Eberhard Karls University, Tuebingen, Germany |
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| Abstract: | Explanations are used as indicators of understanding in mathematics, and conceptual explanations are often taken to signal deeper understanding of a domain than more superficial explanations. However, students who are able to produce a conceptual explanation in one problem or context may not be able to extend that understanding more generally. In this study we challenge the notion that conceptual explanations indicate general understanding by showing that – although conceptual explanations are strongly associated with correct answers – they are not employed equally across different contexts, and the highest performing students tend to use more general explanations, which may or may not be conceptual. Overall, our results suggest that explanations of fraction magnitudes follow a learning trajectory reflected in students’ accuracy and explanations: weak students focus on concrete, non-conceptual features, stronger students use concepts to explain their answers, and the highest performers tend to use general (but not necessarily conceptual) rules. |
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| Keywords: | Fractions Explanation Understanding Conceptual |
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