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Journalfor Researchin MathematicsEducation
2000, Vol. 31, No. 1, 26-43
Knowledge Connectedness in
Geometry Problem Solving
Michael J. Lawson, Flinders Universityof SouthAustralia
MohanChinnappan,Universityof Auckland,New Zealand
This research was supportedby grants from the research budgets of the Queensland
Universityof TechnologyandFlindersUniversityandthe AustralianResearchCouncil.The
authorsacknowledge the cooperationand assistance of the staff and studentsof St Peters
College, Brisbane.The commentsof reviewersof the initial version of the articleare grate-
fully acknowledged.
Michael J. Lawson and Mohan Chinnappan 27
ContentIndicators
The most commonly used indicatorsof the states of students'knowledgebases
are what studentsdo and what they say during a problem-solvingepisode. The
students' writtenand verbal actions provide informationabout availableknowl-
edge, andclassroomteachersandresearchersuse these actionsto makeinferences
aboutknowledge states.At all levels of education,teachers'analyses of problem-
solving behavior depend heavily on evidence gatheredfrom students' written
actions.If studentsmakeappropriatemoves in theirwrittenactions,we makejudg-
ments that "they know this" or "they can use this procedure."These judgments
might be made aboutrelatively simple knowledge schemas such as a right-angle
schema,for which we mightuse the markingof a rightangle as an indicatorof the
schema, or they might be aboutmore complex schemas.
A student's verbal statementsduring a solution attemptcan also be used as
evidence of availableknowledge, thoughthese statementsare often not available
to theteacher.A teacherwho is markinga student's homeworkor examinationscript
mightat timeswish thatthe studentwerepresentto explaina particularmove ("Why
did you do this?")because the verbal explanationmight reveal somethingmore
aboutthe student'sknowledge state thancan be identifiedin the writtenactions.
However, when most markingis being done, studentsare absent.
Researcherscan moreeasily gain access to students'verbalactionsby requiring
studentsto talk while they solve problems.Althoughuse of such think-alouddata
is not unproblematic(see Payne, 1994), these data do provide a rich source of
knowledge for makingjudgmentsaboutknowledge states (e.g., "Becausethat is
Michael J. Lawsonand Mohan Chinnappan 29
a right-angledtriangleand I know the length of side BC, I can now calculate the
lengthofAC"). Inferencesaboutcontentarealso basedon students'recallorrecog-
nition of particularknowledge components, either without assistance from the
teacheror in response to a cue or hint. A studentmight be asked to freely recall
what is known about a theoremor a proof in geometry or to identify key terms,
partsof a diagram,or possible solution paths.
Although these tasks provide information about the knowledge that can be
accessed by the student,they are of limited use as indicatorsof how that knowl-
edge is organized.Usually, the recall or recognitiontasks provide evidence only
aboutthe student'sknowledge in a discreteform and do not requirethe studentto
show relationshipsbetweena knowledgecomponentandotherrelatedcomponents.
In this situationthe researcheragain lacks direct and extensive evidence of how
the student'sproblem-relevantknowledge is organizedand differentiated.More
sensitive procedures,throughwhich one can examine the organizationalrelation-
ships among knowledge components and knowledge schemas, are needed. We
discuss examples of these in the next section.
Connectedness Indicators
A range of procedureshave been used to representthe structurednatureof
knowledge, andthese have demonstratedthe positive relationshipbetweenknowl-
edge organizationand problem-solvingperformance.Deese (1962) reviewed the
use of word-associationproceduresthathadbeen used to illustratethe associative
structureof verbalmemory. The majorinterestin this work was to representthe
frequencyandthe patterningof verbalassociations.Patternsof responsewererepre-
sented by Deese throughuse of factoranalysis. In this work therewas an explicit
concernto representthe organizationalstructureof verbalmeaning,andthese same
procedureswere used by others(e.g., Johnson, 1965) to examine the relationship
between knowledge organizationand problem-solvingperformance.Johnson's
researchhas relevanceherebecausethe organization-performance relationshipwas
examined within the domainof physics problemsolving and, althoughtherewas
some variationin the patternof results,word-associationperformancewas related
to the level of problem-solvingperformance.
A numberof mappingprocedureshave also been used to representfeaturesof
knowledge organization.Concept-mappingprocedures,such as those developed
by Novak and Gowin (1984) and by McKeown and Beck (1990), have been used
for this purpose,principallyto establishthe existence of, and labels for, the links
that studentshave establishedamongknowledge components.Attemptsto repre-
sent the structureof these concept maps in quantitativetermshave not been very
successful (Lawson, 1994). Othermappingprocedureshave more readilyyielded
quantitativeinformation.Shavelson (1972) used digraphsas the basis for gener-
ating distancematricesthatwere used in the analysis of changes in relatednessof
students'cognitive structuresfollowing instruction.Naveh-Benjamin,McKeachie,
Lin, andTucker(1986) arguedagainstthe use of distancematricesanddeveloped
30 KnowledgeConnectedness
METHOD
Participants
The participantswere 36 Year 10 male studentsfrom a privatecollege in metro-
politanBrisbane,Australia;these studentsvolunteeredto participatein the study.
In this college, studentswere streamedinto differentclasses on the basis of their
performancein Year 9 and Year 10 mathematicstests. The college curriculum
requiredthat all studentscomplete a topic involving trigonometryand geometry
duringYears 8, 9, and 10. At the time of this study,all the studentshadcompleted
this topic. High-achievingstudents(HA: n = 18) came from the uppertwo Year
10 streams.The low-achieving students(LA: n = 18) came from the threeclasses
of the lower streams.
Procedure
All studentsparticipatedindividuallyin two 60-minutesessions. Duringthe first
session, studentswere requiredto complete four tasks: the Free Recall Task, the
ProblemSolving Task,the GeometryComponentsTask,andthe HintingTask.The
structureof these tasks andthe proceduresused to score students'responseswere
the same as those we had used earlier(Lawson & Chinnappan,1994). The Free
Recall Task (Recall) requiredstudentsto identify known geometrytheoremsand
formulas.Studentswere askedto recallanygeometrytheoremsthattheyknew, and
they were told that they could identify the theoremsby verbal and writtenstate-
mentsor throughuse of diagrams.If high-achievingstudentsdevelop more effec-
tively organizedgeometricschemas,we should expect them to be able to retrieve
more extensive bodies of within-schema knowledge in a free-recall situation.
Performanceon this task will not, however, isolate the reason for this outcome:
Better recall performancecould reflect the existence of either more extensive
available knowledge or more effective recall of available knowledge. The score
for this task was the numberof theoremsrecalled or demonstrated.
The ProblemSolving Task consisted of four plane geometryproblemsthatcan
be solved by the use of theoremsand formulasthat are taughtin the first 3 years
of the high school mathematicscurriculum.One of the problems is shown in
Figure 1. The task provideda sample of students'problem-solvingperformance
duringwhich theiraccessingof problem-relevantknowledgewouldbe cued by the
problem statementsand by their own problem-solvingactions. This observation
of performancewas necessaryto providean estimateof students'knowledgeacti-
vation when they workedunaidedon typical problems.A student'sperformance
on the problemswas scored using a 3-point scale (2, 1, or 0 points scored); the
middlescorereflectedpartialcreditfor a solutionattemptthatinvolvedappropriate
moves but was incomplete.
The GeometryComponentsTask was developed to examine students'knowl-
edge of partsof geometricfigures andof the theoremsor rules thatarerepresented
by these figures. Studentswere shown figures related to the problem shown in
Michael J. Lawsonand Mohan Chinnappan 33
Figure 1 and were requiredto identify the parts of the figure (Forms) and to
producea rule or theoremthatwas illustratedby the figure (Rules). Studentssaw
one figure at a time and were shown five figures duringthis task, one of which is
shown in Figure 2. The rule or theorem associated with this figure was "The
tangentto a circle is perpendicularto the radiusat its point of contact."The score
for this task was the numberof correctidentificationsof forms and theorems.
B ABCis a straightlinetouchingthe
circleat B. 0 is the centre.
Task.
Figure2. Figureusedin theGeometryComponents
Table1
Exampleof a Sequenceof Hints Used in the Hinting Task
Level Hint
1. Whatdo younoticeabouttriangleABC?
2. Whatdo younoticeaboutlinesACandBC?
3. Whatdoesthequestionstatement tellyouaboutlinesACandBC?
4. LinesACandBCareof equallength.
5. WhatcanyousayabouttriangleABC?
6. TriangleABCis isosceles.AnglesBACandABCareequal.
rightangle
Figure3. SamplescreenfromRecognitionTask.
RESULTS
Scores for the two groupsof studentson each of the tasks areshown in Table 2.
As was expected, given the design of the study, the groupsdiffered significantly
in performanceon the ProblemSolving Task.
The performancesof the two groupson each of the sets of contentand connect-
edness indicatorswere comparedusing separateone-way multivariateanalysesof
variance.Because the F values for both sets of indicatorswere significantbeyond
the .05 level, the initial analyses were followed up with univariatet tests of the
differences between group means on each indicatorwithin a set. In judging the
significance of the individual univariatecomparisons, we made a Bonferroni
adjustment,so thatthe alphalevels set for significancewere .017 and .012 for the
contentand connectednessindicators,respectively (Stevens, 1996, p. 160). The t
values and effect sizes for each comparisonare also shown in Table 2.
ContentIndicators
The differencebetween the groupsfor the set of contentindicatorswas statisti-
cally significant(MultivariateF(3, 32) = 3.72,p < .03), suggesting,in generalterms,
that the HA group was able to spontaneouslyaccess a wider range of problem-
relevantknowledge. The univariatecomparisonssuggest thatit was performance
on the Rules Task thatcontributedto the multivariatesignificantdifferencefound
Michael J. Lawsonand Mohan Chinnappan 37
Table2
DescriptiveStatisticsand UnivariateTest Resultsfor All Indicators
Highachieving Lowachieving Univariate
Task (n = 18) (n = 18) t value
(Possiblescore) M SD M SD (pvalue) Effectsize
Problems 4.72 2.02 2.39 1.91 3.55
(8) (.001)
Content
indicators
Recall 10.83 4.48 7.06 5.77 2.19 0.65
(Open) (.036)
Forms 14.17 2.23 12.78 3.59 1.39 0.39
(24) (.172)
Rules 4.67 0.76 3.56 1.25 3.22 0.89
(5) (.003)
Connectedness
indicators
Hinting 13.06 9.74 21.06 10.25 3.06 -0.78
(Open) (.004)
Application 20.67 5.57 16.89 3.80 2.38 0.99
(25) (.024)
Elaboration 8.06 4.09 4.39 2.89 3.10 1.27
(12) (.004)
Recognition 7.87 2.50 11.63 5.80 2.52 -0.65
time (.017)
(seconds)
ConnectednessIndicators
The multivariatetest of differencebetweenthe groupson the connectednessindi-
catorswas also significant(MultivariateF(4, 31) = 4.52, p < .01). We interpretthis
differenceas pointingto a superiorityin organizationof the knowledgeof the HA
group.This superiorityin organizationwas reflected in relative performanceson
each of the indicatorsdesigned to reflect the facility and extent of connectedness
of the students'knowledge bases relevantto this areaof geometricalknowledge.
The effect sizes relatedto the comparisonsof the groupson these indicatorswere
generallylargerthanthosefor thecontentindicators.Whenthe individualunivariate
comparisonswere considered,the t values for both the Hinting and Elaboration
38 KnowledgeConnectedness
comparisons were significant at the adjusted alpha level. The t value for the
Recognitioncomparisonwas slightlyoutsidethis adjustedalphalevel. In each case
the HA group performancereflected use of a knowledge base that was charac-
terizedby betterqualityknowledgeconnections.The HA grouprequiredless assis-
tance in the form of graded hints to access relevant knowledge. This group
requirednot only fewer hints to access such knowledge but also fewer give-away
hints (HA: 0.2 hints; LA: 1.9 hints), though this difference was not statistically
significant (t(34) = -1.96, p > .05).
The HA studentsalso showedgreaterevidenceof externalconnectednessamong
schemas in the ElaborationTask. Their performanceon the Recognition Task
suggestedthatthey mightalso be able to morequicklyactivateknowledgecompo-
nentsthatwere relevantto the selected areaof problemsolving. The HA groupnot
only had lower meanrecognitiontimes but also made a greaternumberof correct
recognitions.
DiscriminantAnalysis
A differentperspectiveon the influenceof the two sets of indicatorson theperfor-
manceof the groupscanbe gainedthroughuse of descriptivediscriminantanalysis.
In this case the purposeof the analysis was to gain informationaboutwhich indi-
cators were most importantin predicting the membership of the two groups
observed in this study. In particularthe focus of interesthere was in the relative
contributionto predictionsof groupmembershipof the contentandconnectedness
indicators.Forthis analysisall the contentandconnectednessindicatorswere used
as predictorsandwere enteredinto a directdiscriminant-analysisprocedureusing
the SPSS Discriminantprogram.Because the use of the seven indicatorswith the
availablesamplesize is close to the minimumrecommendedcase/variableratiofor
discriminantanalysis, the results should be taken only as suggestive of possible
strengthsof influence of the indicators.
Discriminantanalysis producedone significantdiscriminantfunction (Wilks's
Lambda= 0.57, X2(7,N= 36) = 16.95,p < .02). The structurecoefficients(discrim-
inantloadings)andstandardized weightsforeachvariableareshownin Table3. The
structurecoefficientsarecorrelationsbetweenthevariablesandthediscriminant func-
tion, similarin natureto factorloadingsin factoranalysis,andaregenerallyfavored
as indicatingthe contributionof each variableto the discriminantfunction(Stevens,
1996). Thompson(1998) arguedthatboth structurecoefficients and standardized
weights mustbe inspectedto makea judgmentaboutthe contributionof a variable
to the discriminantfunctionbecause a standardizedweight nearzero (see weights
for HintingandRecall) does not necessarilyindicatethata variableis unimportant.
Theresultsin Table3 suggestthateachof thepredictorsmadea contribution in differ-
entiatingthe two groupsof studentson the basis of theirproblem-solvingperfor-
mances,althoughthecontribution of theFormsscorewas lowestin thisanalysis.Apart
fromtheRules score,the connectednessindicatorscontributemorestronglyto sepa-
rationof the groupsthando the remainingcontentindicators.
Michael J. Lawson and Mohan Chinnappan 39
Table3
DiscriminantAnalysis Coefficients
Discriminantanalysiscoefficients
Indicator Structurecoefficient Standardized weight
Rules .64 .71
Elaboration .62 .54
Hinting -.61 -.02
Recognition -.50 -.58
Application .47 .15
Recall .44 -.01
Forms .28 -.48
CONCLUSIONAND DISCUSSION
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Michael J. Lawson and Mohan Chinnappan 43
Authors
Michael Lawson, Associate Professor, School of Education,Flinders University, GPO Box 2100,
Adelaide 5001, Australia;mike.lawson@flinders.edu.au
Mohan Chinnappan, Lecturer,MathematicsEducationUnit, Departmentof Mathematics,University
of Auckland,Auckland,New Zealand;chinnap@math.auckland.ac.nz