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Authors
Wisenöcker, Andrea S. https://orcid.org/0000-0002-0596-0604
Binder, Sarah
Holzer, Manuel
Valentic, Anna
Wally, Celina
Große, Cornelia S. https://orcid.org/0000-0001-5851-4678
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Funding
Funding for this research was provided by:
Johannes Kepler University Linz
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Article History
Received: 3 February 2023
Revised: 2 May 2023
Accepted: 11 June 2023
First Online: 3 July 2023
Declarations
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: Informed consent was obtained by all participants.
: The authors declare no competing interests.
: Andrea S. Wisenöcker and Cornelia S. Große both work at Johannes Kepler University in Linz, Austria. Their main research focus is on fostering competencies in mathematics with a specific focus on realistic solutions when solving modeling problems.Sarah Binder, Manuel Holzer, Anna Valentic, and Celina Wally are students at Johannes Kepler University Linz, Austria, with a special focus on business and economics education.
: Große, C. S. (2022). Multiple solutions in dyads or alone – Fostering the acquisition of modeling competencies in mathematics. <i>Learning and Instruction, 82</i>, 101683. .Große, C. S. (2018). “Copying allowed - But be careful, errors included!” - Effects of copying correct and incorrect solutions on learning outcomes. <i>Learning and Instruction, 58</i>, 173–181. .Kozlov, M. D., & Große, C. S. (2016). Online collaborative learning in dyads: Effects of knowledge distribution and awareness. <i>Computers in Human Behavior, 59</i>, 389–401. .Große, C. S. (2014a). Mathematics learning with multiple solution methods: Effects of types of solutions and learners‘ activity. <i>Instructional Science, 42</i>(5), 715–745. .Große, C. S. (2014b). Learning to solve story problems - supporting transitions between reality and mathematics. <i>European Journal of Psychology of Education, 29</i>(4), 619–634. .Große, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes?<i> Learning and Instruction, 17</i>(6), 612–634. .Große, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. <i>Learning and Instruction, 16</i>(2), 122-138. .Renkl, A., Atkinson, R. K., & Große, C. S. (2004). How fading worked solution steps works - A cognitive load perspective. <i>Instructional Science, 32</i>(1), 59–82. .
