Mathematics Worked Examples with Tracing Gesture Makes Learning Last
Abstract
The immediate measurement of tracing effect in the previous studies have shown that the use of tracing gesture in the visuospatial-based worked examples instruction may enhance the learning of mathematical concepts, specifically the geometrical principles. The present study further explored whether the use of tracing gesture in the visuospatial-based worked examples during the acquisition phase results in better memory retention on the learning over time. To investigate the robustness of tracing effect, a 4-weeks interval delayed post-test was conducted after the participants (mean age = 12.37, SD = 0.27) were asked to study worked examples on angles relationships involving parallel lines either without tracing instruction or with tracing instruction. The results showed that the tracing group (N = 30) outperformed the non-tracing group (N = 30) in the delayed post-test and reported lower levels of test difficulty, suggesting that tracing gesture may help to retain the knowledge gained during instruction and consolidated the learning during the intervening period.
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