Question 5
In a math class activity, students are trying to invent the formula to calculate the area of a square while also contrasting it with calculating the area of a rectangle and triangle. Students are given the right answer after the invent and contrast activity. What are the likely benefits student would get out of this activity of inventing and contrasting cases?
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According to research findings, students will understand the deep features better, thus be better at selecting the right formula for the problem. They will perform better in late transfer tasks.
Students would get deeper knowledge of how areas are computed. By inventing, deep structures will have longer retention. Through contrasting cases some contextualization will occur and help similarities become apparent, reinforcing the deep structures invented.
invented solutions can help students understand
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Contrasting cases can facilitate sense making by indicating key features of the domain\'s deep structure by highlighting key similarities and differences. This means students are more likely to understand how the formulas relate to the answers they produce, and thereby students may be more deft in their applications, and better able to recall the formulas in the future. I am unsure what "perceive a better learning" means. Is this about their metacognitive awareness/perception of their own learning? I.E. they will \'feel\' that they learned more?