| This study examines dyadic interactions and transfer of learning resulting from a math lesson. In a laboratory setting, the undergraduate participants collaboratively learned about the chi-square statistic either in traditional lesson-then-practice fashion or innovation-then-efficiency fashion (Schwartz, Bransford, & Sears, 2005). Transcripts of videotaped interactions were coded and analyzed to identify differences in collaboration driven by the contrasting structures of the same lesson, A clear pattern of steps in the problem solving process of the Innovation dyads showed that they tended to start from conjectures and then generate numerical operations. Those students in the Innovation condition who could translate initial perception into correct mathematical formulations showed success in the difficult posttest transfer problem. Also, the Innovation dyads exchanged hypotheses and explanations actively. By contrast, the Traditional dyads' activities were focused on calculations and error checking. Only 1 of 18 members of the Traditional dyads succeeded on the difficult transfer measure versus 5 of 18 in the Innovation condition. |
