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Direct linkLisa Dierker; Jennifer Rose; Valerie Nazzaro; Robert Kabacoff; Maryam Gooyabadi; Emmanuel Kaparakis – Journal for Research in Mathematics Education, 2024
Course-based undergraduate research experiences (CUREs) have been shown to help students gain research skills. Few studies, however, have evaluated the impact of CUREs on long-term educational and employment outcomes. This article examines postgraduation outcomes for students enrolling in introductory statistics delivered as a CURE compared with…
Descriptors: Student Research, Undergraduate Students, Experiential Learning, Class Activities
Peer reviewedFennema, Elizabeth H. – Journal for Research in Mathematics Education, 1972
A concrete and a symbolic approach to learning multiplication in the second grade are studied. The results, indicating that children using the symbolic model performed at a higher level than those using a concrete model, are discussed. (DT)
Descriptors: Elementary School Mathematics, Experiential Learning, Instruction, Learning
Peer reviewedKieren, Thomas E. – Journal for Research in Mathematics Education, 1971
A review of research involving the utilization of manipulative materials in improving mathematics learning is presented. Subsequent assessment and discussion is included. (JG)
Descriptors: Achievement, Experiential Learning, Manipulative Materials, Mathematics Instruction
Peer reviewedMoody, William B.; Bausell, R. Barker – Journal for Research in Mathematics Education, 1972
A defense of the criticisms noted in the article Comments on the Effects of Activity-Oriented Instruction" in the same journal issue. (MM)
Descriptors: Educational Theories, Elementary School Mathematics, Experiential Learning, Grade 3
Peer reviewedAnd Others; Moody, William B. – Journal for Research in Mathematics Education, 1971
Research reported deals with the effects of activity instruction in the learning of multiplication in grade 3. Procedures, data analysis, and conclusions are presented. (JG)
Descriptors: Achievement Gains, Experiential Learning, Grade 3, Mathematics Instruction
Peer reviewedHolz, Alan W. – Journal for Research in Mathematics Education, 1972
The author criticizes an experiment of Moody, Abell and Bausell (EJ 038 323) on the grounds of inappropriate instruction and invalid tests. (MM)
Descriptors: Elementary School Mathematics, Experiential Learning, Grade 3, Instruction
Peer reviewedFuson, Karen – Journal for Research in Mathematics Education, 1975
The effects of a combined mathematics and mathematics methods course incorporating extensive use of manipulative materials on the mathematics achievement, attitudes toward mathematics, and desire, ability, and tendency to use manipulative materials in the elementary classroom were investigated. (SD)
Descriptors: Course Organization, Elementary School Mathematics, Experiential Learning, Instruction
Peer reviewedBorasi, Raffaella – Journal for Research in Mathematics Education, 1994
Reports a case study exploring how 2 16-year olds were enabled to capitalize on the potential of errors to stimulate and support mathematical inquiry. Discusses variations within the strategy of using errors to enhance mathematics instruction. Appendix includes list of instructional episodes and error activities. (Contains 56 references.) (MKR)
Descriptors: Case Studies, Error Patterns, Experiential Learning, High School Students
Peer reviewedGutstein, Eric; Lipman, Pauline; Hernandez, Patricia; de los Reyes, Rebeca – Journal for Research in Mathematics Education, 1997
Examines mathematics instruction and its intersection with culturally relevant teaching in an elementary/middle school in a Mexican American community. Proposes a model of culturally relevant mathematics instruction with three components: (1) building on students' informal, cultural, and experiential knowledge; (2) developing critical thinking;…
Descriptors: Cultural Differences, Culturally Relevant Education, Elementary Education, Ethnomathematics
