Implicit and declarative learning and mathematics instruction

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Publication Type dissertation
School or College College of Education
Department Educational Psychology
Author Indahl, Timothy C.
Title Implicit and declarative learning and mathematics instruction
Date 2015-05
Description A review of traditional mathematics instruction suggests that conventional methods emphasize student learning of declarative rules about math problem solving procedures, especially in the early phase of learning. In contrast to the implicit learning of procedural skills, this approach places heavy demands on working memory and may be partly responsible for low levels of math achievement by many students. The present study explored the plausibility of implicit learning of polynomial problem structure prior to declarative rule instruction and its impact on subsequent problem solving skill, rule learning, and perception of difficulty. Participants selected proper factorizations of quadratic polynomials from two possible answer choices over many blocks in a task that was structured to achieve errorless learning through a vanishing cues approach. Measures were administered to assess problem solving skill, rule understanding, and perception of learning difficulty. Evidence supports the hypothesis that some mathematics skill can be learned implicitly, but marginal and conflicting results raise questions about the impact of initial implicit learning on subsequent rule learning and difficulty perception. Findings are interpreted with respect to implicit learning and skill acquisition theories.
Type Text
Publisher University of Utah
Subject Alternative methods; Implicit learning; Math learning; Priming; Problem solving; Technology based
Dissertation Institution University of Utah
Dissertation Name Doctor of Philosophy
Language eng
Rights Management Copyright © Timothy C. Indahl 2015
Format Medium application/pdf
Format Extent 948,080 Bytes
Identifier etd3/id/3770
ARK ark:/87278/s6vb1hc7
Setname ir_etd
Date Created 2016-02-29
Date Modified 2017-09-11
ID 197321
Reference URL
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