DIFFERENT COLLABORATIVE LEARNING SETTINGS TO FOSTER MATHEMATICAL ARGUMENTATION SKILLS

Since mathematical argumentation skills comprise both, skills genuine to mathematics of differing complexity, and general abilities in argumentation, domain-general as well as domain-specific interventions, can be expected to have a positive effect on its acquisition. In a collaborative learning setting, we combined both interventions, heuristic worked examples vs. problem solving with collaboration script vs. no script support. Results of this experimental study with 119 teacher students indicate that, in collaborative settings, heuristic worked examples are more effective for the acquisition of low-level argumentation skills, whereas solving corresponding problems is more effective for high-level argumentation skills. Structuring the collaboration by a script did not affect the acquisition of domain-specific argumentation skills significantly.