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Abstract Title: Effects of Training Algebraic Kinematics Problems via Varying Amounts of Scaffolding
Abstract: Despite averaging 30 on their math ACT, student performance on a basic kinematic problem at the University of Illinois dropped from 95% to 45% when numbers were replaced with variables.  Two versions of a mastery-style activity were developed to improve student performance on these algebraic problems. Both versions provided students with immediate feedback, video solutions, and up to four different versions to obtain proficiency. The versions differed in the amount of scaffolding they provided in the problem statements. Those who received extra scaffolding completed their training in 50% less time, and scored 8% higher on an immediate shared assessment.  Further assessments revealed significant improvement for the higher scaffolded group on near transfer problems, but little difference on far transfer problems. The poster will discuss which aspects of the algebraic problems are helped by scaffolded training versus the training's limits.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Brianne Gutmann
University of Illinois, Urbana-Champaign
and Co-Presenter(s)
Gary Gladding, University of Illinois, Urbana-Champaign
Timothy Stelzer, University of Illinois, Urbana-Champaign

Contributed Poster

Contributed Poster: Download the Contributed Poster