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No Child Left Behind Act 20014
Showing 1 to 15 of 201 results Save | Export
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Elena M. Silla; Christina Areizaga Barbieri; Kristie J. Newton – Journal of Educational Psychology, 2024
Procedural flexibility is an important skill for algebra. Although prior work has focused on measuring students' procedural flexibility using arithmetic problems, word problems may also capture students' flexibility because of their open-ended nature. To date, no published study has examined the use of word problems as another measure of…
Descriptors: Middle School Students, Grade 6, Grade 7, Grade 8
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Aslan, Bilge Yilmaz; Özmusul, Begüm – Education Quarterly Reviews, 2022
In this study, it is aimed to determine the algebraic thinking habits of two eighth grade school students through the answers they gave in the process of solving mathematical problems. The algebraic habits of mind (ZCA) theoretical framework developed by Driscoll (1999) was used to reveal these thinking habits. The research design of this study is…
Descriptors: Algebra, Mathematical Logic, Cognitive Processes, Grade 8
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Jiang, Yang; Cayton-Hodges, Gabrielle A. – Journal for Research in Mathematics Education, 2023
This exploratory study investigated the behaviors and content of onscreen calculator usage by a nationally representative sample of eighth-grade students who responded to items from the 2017 National Assessment of Educational Progress mathematics assessment. Meaningful features were generated from the process data to infer whether students…
Descriptors: Grade 8, Problem Solving, Calculators, Mathematics Instruction
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Lilin Rofiqotul Ilmi; Abdussakir – International Society for Technology, Education, and Science, 2024
This research aims to describe students' level of algebraic reasoning based on the adversity quotient types of climber, camper, and quitter in solving PISA model mathematics problems. This research is descriptive research with a qualitative approach. The research began by administering a questionnaire to determine the student's adversity quotient…
Descriptors: Algebra, Thinking Skills, Problem Solving, Mathematics Tests
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Aydin-Güç, Funda; Aygün, Derya – International Online Journal of Education and Teaching, 2021
The study aimed to determine the mistakes of students in operations with algebraic expressions, and their misconceptions that may lead to errors. The study adopted case study method, one of the qualitative research models. The participants were composed of 48 (24 boys, 24 girls) randomly selected among 8th grade students in three different classes…
Descriptors: Error Patterns, Misconceptions, Mathematical Concepts, Equations (Mathematics)
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Burhan Ogut; Blue Webb; Juanita Hicks; Ruhan Circi; Michelle Yin – Grantee Submission, 2024
In this study, we explore the application of process mining techniques on assessment log data to explore problem-solving strategies in Algebra. By analyzing sequences of student activities, we demonstrate the significant potential of process mining in identifying problem-solving strategies that lead to successful and unsuccessful outcomes. Our…
Descriptors: Mathematics Skills, Problem Solving, Learning Analytics, Algebra
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Vula, Eda; Berisha, Fatlume – European Journal of Educational Research, 2022
Algebraic knowledge transfer is considered an important skill in problem-solving. Using algebraic knowledge transfer, students can connect concepts using common procedural similarities. This quasi-experimental study investigates the influence of algebraic knowledge in solving problems in a chemistry context by using analogical transformations. The…
Descriptors: Algebra, Problem Solving, Transfer of Training, Chemistry
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Özdemir, Ercan – Shanlax International Journal of Education, 2022
The present study investigates the understanding of the equals sign among middle school students. The study data were gathered from a total of 433 middle school students (111 in the fifth grade, 106 in the sixth grade, 95 in the seventh grade and 121 in the eighth grade) using a ten-item equals sign test developed by the researcher. The study…
Descriptors: Middle School Students, Mathematics Instruction, Symbols (Mathematics), Concept Formation
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Sharpe, Sheree T. – Mathematical Thinking and Learning: An International Journal, 2019
In this study, the author examined student attempts to translate a verbal problem into an algebraic statement relating two variables, after they had solved an arithmetic question from the same problem. A total of 645 students from New England (U.S.A.) answered the problem on a mathematics assessment administered at the beginning of the school…
Descriptors: Word Problems (Mathematics), Algebra, Mathematics Instruction, Problem Solving
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Campbell, Tye G.; King, Shande – Investigations in Mathematics Learning, 2020
This study explored how approximating the practice of mathematicians by communally negotiating the standards for proof mediates middle grade students' abilities to collaboratively construct mathematical arguments. Forty-seven eighth-grade students engaged in an instructional sequence wherein they, along with the instructors, negotiated communal…
Descriptors: Grade 8, Mathematics Instruction, Persuasive Discourse, Teaching Methods
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Kshetree, Mukunda Prakash; Acharya, Bed Raj; Khanal, Bishnu; Panthi, Ram Krishna; Belbase, Shashidhar – European Journal of Educational Research, 2021
This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under…
Descriptors: Grade 8, Secondary School Students, Mathematical Concepts, Misconceptions
Tomohiro Nagashima; Anna N. Bartel; Stephanie Tseng; Nicholas A. Vest; Elena M. Silla; Martha W. Alibali; Vincent Aleven – Grantee Submission, 2021
Although visual representations are generally beneficial for learners, past research also suggests that often only a subset of learners benefits from visual representations. In this work, we designed and evaluated anticipatory diagrammatic self- explanation, a novel form of instructional scaffolding in which visual representations are used to…
Descriptors: Visual Aids, Scaffolding (Teaching Technique), Mathematics Instruction, Algebra
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Roberts, Anthea; le Roux, Kate – Pythagoras, 2019
Concerns have been expressed that although learners may solve linear equations correctly they cannot draw on mathematically valid resources to explain their solutions or use their strategies in unfamiliar situations. This article provides a detailed qualitative analysis of the thinking of 15 Grade 8 and Grade 9 learners as they talk about their…
Descriptors: Foreign Countries, Mathematics Instruction, Equations (Mathematics), Grade 8
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Finke, Sabrina; Kemény, Ferenc; Sommer, Markus; Krnjic, Vesna; Arendasy, Martin; Slany, Wolfgang; Landerl, Karin – Computer Science Education, 2022
Background: Key to optimizing Computational Thinking (CT) instruction is a precise understanding of the underlying cognitive skills. Román-González et al. (2017) reported unique contributions of spatial abilities and reasoning, whereas arithmetic was not significantly related to CT. Disentangling the influence of spatial and numerical skills on CT…
Descriptors: Spatial Ability, Cognitive Ability, Abstract Reasoning, Arithmetic
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Corum, Kimberly; Garofalo, Joe – Technology and Engineering Teacher, 2018
More and more schools are acquiring advanced manufacturing equipment. Activities that incorporate the use of this equipment for the purpose of teaching some academic content can either be designed or redesigned for other educational purposes as well. This article describes how the authors extended an activity that was initially designed to help…
Descriptors: Middle School Students, Mathematical Models, Problem Solving, Printing
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