Benefits for Grounded Feedback over Correctness in a Fraction Addition Tutor

Abstract

Do students activate conceptual and procedural knowledge simultaneously when learning fraction addition? In grounded feedback, student actions on a target, to-be-learned representation are reflected in a more familiar feedback representation to promote conceptual learning within procedural practice. An experiment with 163 4th and 5th graders shows improved learning with a grounded feedback tutor over a symbols-only control with step-level right/wrong feedback. Learning with grounding also transferred to symbols-only assessment items, providing some support for the simultaneous activation view.


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