@inproceedings{dd59567bc0714c9bb13d04d67a115c51,
title = "Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading",
abstract = "This study investigated the effects of the sequence of introducing two scaffolds (heuristic worked examples first vs. collaboration scripts first) and the fading of the primarily introduced scaffold (fading vs. no fading) on the acquisition of mathematical argumentations skills of university freshmen. Concerning dialectic mathematical argumentation skills, the scaffolds were most effective for learners with low working memory capacity when the collaboration script was primarily introduced, but then faded out.",
author = "Matthias Schwaighofer and Freydis Vogel and Ingo Kollar and Anselm Strohmaier and Sarah Ottinger and Ilka Terwedow and Stefan Ufer and Kristina Reiss and Frank Fischer",
note = "Publisher Copyright: {\textcopyright} ISLS.; 12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 ; Conference date: 18-06-2017 Through 22-06-2017",
year = "2017",
language = "English",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "847--848",
editor = "Smith, {Brian K.} and Marcela Borge and Emma Mercier and Lim, {Kyu Yon}",
booktitle = "Making a Difference",
}