The Self-Explanation In The Mathematical Problem Solving Of Primary School Students

The self-explanation in the Mathematical Problem Solving of Primary School StudentsSelf-explanation is an active Cultural Construction. By using the prior knowledge, the learners help construct new knowledge. Generating its own explanation is a process of promoting the students' learning transfer . This paper, based on the current research results, attempt to compare effects of combination of self-explanation and different teaching methods.We selected from 222 students at first grade in a primary school as subjects. A One to One intervention was given in the subjects by using self-made program computer programs.This study is composed of two experiments. The first experiment discusses the effect of self-explanation which guided by different direct instruction in problem solving on procedural learning, procedural transfer and conceptual understanding. The purpose of this experiment was to test whether self-explanation can promote transfer and which is the most the most effective combination of self-explanation and instruction. The second experiment, based on the results of the first experiment, compared the effect of self-explanation of different types in problem solving on procedural learning, procedural transfer and conceptual understanding. There are two methods: explain aloud, explain without voice. The purpose was to compare which effect is better?The conclusions of the study were as follows:1 Prompts to self-explain promoted procedural learning, procedural near transfer, procedural far transfer. But prompts to self-explain didn't promoted students' success on the conceptual assessment.2 Direct instruction on a correct procedure and the cause lead to greater procedural learning, procedural near transfer, procedural far transfer than direct instruction on a correct procedure only. The difference was remarkable. But it didn't promote students' success on the conceptual assessment.3 Self-explanation promoted the invention and using of various correct procedures. The subjects, which under direct instruction on a correct procedure and the cause condition, made further use of correct procedures and more averagely. Both self-explanation and instruction of the cause strengthened correct procedures and weakened incorrect procedures.4 We tested the effect of the two methods of self-explanation(explain aloud and explain without voice)on procedural learning, procedural transfer and conceptual understanding. There is no significant difference.