Learning through comparisons and contrasts

Researcher Dr. Esther Ziegler

Research has provided strong empirical support for comparisons and contrasts as fundamental learning mechanisms that have a positive effect on meaningful conceptual learning in different areas.

Students studying mathematics often make errors because of superficial similarities between concepts. We investigate whether these errors can be prevented by introducing similar and therefore frequently confused concepts simultaneously by contrasting instead of sequencing them. We conduct classroom studies by presenting students materials of different mathematical topics and using different instructional methods.

In a series of studies, we found clear advantages of introducing algebraic addition and multiplication in a contrasted way compared to a sequenced way. However, these advantages were not found in immediate learning results but only appeared with delay thus showing that contrasting of similar concepts in algebra is a desirable difficulty.