Generic Versus Context-Specific Prompts for Supporting Self-Regulation in Mathematical Problem Solving Among Students With Low or High Prior Knowledge

Abstract

We compared how 61 seventh graders, with low or high prior knowledge in mathematics, capitalized on two self-regulated learning approaches—generic versus context specific—to (a) enhance self-regulated learning, (b) foster procedural knowledge of routine algebraic tasks, and (c) transfer knowledge to novel mathematical problem solving. The generic approach was based on “IMPROVE” question prompts for comprehension, connection, strategy, and reflection modeled in a free context. The context-specific approach was based on what, when, why, and how (WWWH) question prompts directed explicitly to specific examples in a particular mathematical content area. Findings indicated no difference between the two approaches regarding short-term effects on algebraic procedural tasks; however, differential effects emerged between the two approaches on the self-regulation measure and on long-term transfer to novel tasks (near and far) among students with low or high prior knowledge. The practical and scientific significance of this study are discussed.