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Showing 1 to 15 of 21 results Save | Export
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Begolli, Kreshnik Nasi; Dai, Ting; McGinn, Kelly M.; Booth, Julie L. – Instructional Science: An International Journal of the Learning Sciences, 2021
Proportional reasoning failures seem to constitute most errors in probabilistic reasoning, yet there is little empirical evidence about its role for attaining probabilistic knowledge and how to effectively intervene with students who have less proportional reasoning skills. We examined the contributions of students' proportional reasoning skill…
Descriptors: Probability, Mathematical Concepts, Demonstrations (Educational), Instructional Effectiveness
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Xiaojuan Ke; Kristie J. Newton – Instructional Science: An International Journal of the Learning Sciences, 2024
Comparison is an important mechanism for learning in general, and comparing two worked examples has garnered support over the last 15 years as an effective tool for learning algebra in mainstream classrooms. This study was aimed at improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to…
Descriptors: English Language Learners, English (Second Language), Algebra, Mathematics Instruction
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Doherty, Kristin – Mathematics Teacher: Learning and Teaching PK-12, 2023
In this article, the author describes strategies to support students in conjecturing in ways that promote their agency. Conjecturing involves justifying (i.e., a practice that promotes epistemic agency and engages students in mathematical reasoning to defend their claims; Bieda & Staples, 2020) by which a conjecture becomes proven, modified,…
Descriptors: Mathematics Instruction, Teaching Methods, Thinking Skills, Personal Autonomy
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Barbieri, Christina Areizaga; Booth, Julie L.; Chawla, Kamal – Educational Psychology, 2023
The current study assessed whether adding worked examples with self-explanation prompts focused on making connections between mathematical principles, procedures, and concepts of rational numbers to a curriculum focused on invented strategies improves pre-algebra students' fraction number line acuity, rational number concepts and procedures.…
Descriptors: Fractions, Mathematics Instruction, Teaching Methods, Algebra
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Melike Yigit Koyunkaya; Burcak Boz-Yaman – International Electronic Journal of Mathematics Education, 2023
This study aims to examine the changes in students' mental constructions of function transformation based on the designed activities, classroom discussions, exercises (ACE) teaching cycle in the light of the action, process, object, schema (APOS) theoretical framework. The study was conducted by seven volunteer students who were enrolled in…
Descriptors: Foreign Countries, Mathematics Education, Mathematical Concepts, Learning Processes
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Ramadoni; Mustofa – Pegem Journal of Education and Instruction, 2022
Calculus differential is the basis of mathematics before entering the level of further mathematics, which has a high analysis level. Students have difficulty understanding concepts and have not been able to analyze/predict/realize (self-efficacy) that impact challenges in working on calculus problems. On the other hand, technology has been…
Descriptors: Peer Teaching, Calculus, Mathematics Instruction, Mathematical Concepts
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Deng, Tao; Hu, Bi Ying; Wang, X. Christine; Li, Yuanhua; Jiang, Chunlian; Su, Yijie; LoCasale-Crouch, Jennifer – Early Education and Development, 2023
Research Findings: This study investigated teachers' Concept development (CD) strategy use in whole-group math teaching and its associations with children's higher-order thinking processes in 25 Chinese preschool math lessons. We utilized the CD dimension within the Classroom Assessment Scoring System (CLASS) to guide our exploration. CD…
Descriptors: Foreign Countries, Classroom Environment, Preschool Teachers, Concept Formation
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Mula, Melinda; Hodnik, Tatjana – European Journal of Educational Research, 2020
This research study presents the PGBE model for teaching and learning percentages with students of Grade 7 when their cognitive development enables the conceptual understanding of percentages as proportional statements, and offers the possibility for more effective matching of them with fractions and decimal numbers. The abbreviation PGBE presents…
Descriptors: Mathematical Concepts, Knowledge Level, Teaching Methods, Instructional Effectiveness
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Spangenberg, Erica Dorethea – Journal of Pedagogical Research, 2021
Although trigonometry is an important section in secondary school mathematics curricula, many teachers find it challenging to teach as a result of insufficient pedagogical content knowledge (PCK). Therefore, the aim of this article was to report on how PCK on trigonometry manifests itself in teachers' practice. This exploratory case study was…
Descriptors: Pedagogical Content Knowledge, Trigonometry, Knowledge Level, Mathematics Teachers
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Toker, Zerrin – Acta Didactica Napocensia, 2020
This study focuses on students' reflections on their prior learning, action plans generated by them, and the corrective instructional design process. The concern that initiates the beginning of this action research is two folds: on the side of students, to maximize students benefit from corrective instruction and on the teacher's side, being more…
Descriptors: Individualized Instruction, Mathematics Instruction, Instructional Design, Instructional Effectiveness
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Guberman, Raisa; Tsybulsky, Dina – International Electronic Journal of Mathematics Education, 2021
The study investigates mathematics lesson plans that teachers produced for re-teaching purposes. Its goal is to determine which aspects of mathematics-content knowledge are expressed in lesson plans on the topic of fractions prepared by primary math teachers and intended for underachieving students, and to see how these aspects are manifested. The…
Descriptors: Lesson Plans, Underachievement, Children, Elementary School Students
Chan, Jenny Yun-Chen; Lee, Ji-Eun; Mason, Craig A.; Sawrey, Katharine; Ottmar, Erin – Grantee Submission, 2021
Understanding equivalence is fundamental to STEM disciplines, yet misunderstandings and misconceptions inhibit students from fully appreciating or leveraging the concept. Using the game-based algebraic notation system, From Here to There! (FH2T), students explore ideas of equivalence by dynamically transforming expressions or equations among…
Descriptors: Middle School Students, Mathematics Instruction, Prior Learning, Teaching Methods
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Durkin, Kelley; Star, Jon R.; Rittle-Johnson, Bethany – ZDM: The International Journal on Mathematics Education, 2017
Comparison is a fundamental cognitive process that can support learning in a variety of domains, including mathematics. The current paper aims to summarize empirical findings that support recommendations on using comparison of multiple strategies in mathematics classrooms. We report the results of our classroom-based research on using comparison…
Descriptors: Comparative Analysis, Mathematics Instruction, Algebra, Problem Solving
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Nagashima, Tomohiro; Bartel, Anna N.; Silla, Elena M.; Vest, Nicholas A.; Alibali, Martha W.; Aleven, Vincent – Grantee Submission, 2020
Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students…
Descriptors: Algebra, Teaching Methods, Visual Aids, Concept Formation
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Braithwaite, David W.; Goldstone, Robert L. – Cognition and Instruction, 2015
Learning abstract concepts through concrete examples may promote learning at the cost of inhibiting transfer. The present study investigated one approach to solving this problem: systematically varying superficial features of the examples. Participants learned to solve problems involving a mathematical concept by studying either superficially…
Descriptors: Concept Formation, Prior Learning, Problem Solving, Mathematical Concepts
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