Exploring mathematics problems prepares children to learn from instruction.

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Mathematics Education

Background:

• Both exploratory learning and explicit instruction are recognized as beneficial for learning.
• However, the optimal combination of these two approaches, particularly for children, remains less understood.
• Prior research suggests distinct benefits for each learning strategy.

Purpose of the Study:

• To test the hypothesis that pre-instructional exploration enhances children's learning from subsequent explicit instruction.
• To compare the effectiveness of an "explore-then-instruct" sequence versus a traditional "instruct-then-practice" sequence.
• To investigate the impact of self-explanation prompts versus additional practice.

Main Methods:

• A study involving 159 second- to fourth-grade students.
• Participants solved unfamiliar mathematics problems (e.g., 3+5=4+□) either before or after receiving instruction on mathematical equivalence.
• Microgenetic analyses were employed to examine learning processes.

Main Results:

• Exploring mathematical problems before explicit instruction significantly improved understanding compared to the "instruct-then-practice" method.
• Self-explanation prompts did not yield greater learning gains than extra practice.
• Exploration enabled children to better assess their competence and utilize diverse strategies.

Conclusions:

• Engaging in exploratory activities prior to explicit instruction is a more effective learning sequence for children.
• Exploration prepares students by fostering metacognitive awareness and strategic flexibility.
• This approach offers a valuable alternative to conventional "instruct-then-practice" educational models.