Gresalfi, M.
; Horn, I. S.
(Ed.)
Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students explain their problem-solving steps in the form of diagrams. We used contrasting cases to support students’ sense-making between algebraic equations and diagrams in the self-explanation activity. We conducted a classroom experiment with 41 students in grades 5 and 6 to test the effectiveness of this strategy when embedded in an Intelligent Tutoring System for algebra. We found that scaffolded diagrammatic self-explanation enhanced conceptual knowledge for students who did not have prior knowledge of formal equation-solving strategies. The study is the first experimental study showing that visual representations can enhance conceptual knowledge in early algebra.
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