Abstract
This study examined how example presentation format and learning orientation affect students’ use of “multiple perspectives” in comparison tasks using representative values. Booklets containing either a “single condition” example (four fictional students stating one perspective each) or a “multiple condition” example (two students combining two perspectives) were randomly distributed to 163 sixth-grade students. Their answers to a subsequent isomorphic task were analyzed. Logistic regression was conducted, setting the inclusion of “two or more perspectives” as the dependent variable, alongside condition and learning orientation (understanding and rote learning), controlling for school effects. The condition and understanding factor showed no significant effects. However, higher rote learning scores predicted single-perspective answers. A significant interaction between condition and learning orientation revealed that the multiple condition increased multiple-perspective answers only for students with relatively low rote learning scores. Ordinal logistic regression predicting the “number” of perspectives showed no significant differences. These findings suggest that promoting multiple-perspective use requires instructional support tailored to learners’ learning orientation, alongside appropriate examples.
https://ror.org/046fm7598 
