Learning by Understanding: The Role of Multiple Representations in Learning Algebra.

Brenner, Mary E.; Mayer, Richard E.; Moseley, Bryan; Brar, Theresa; Duran, Richard; Reed, Barbara Smith; Webb, David

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Peer reviewed

ERIC Number: EJ559011

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0002-8312

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Learning by Understanding: The Role of Multiple Representations in Learning Algebra.

Brenner, Mary E.; Mayer, Richard E.; Moseley, Bryan; Brar, Theresa; Duran, Richard; Reed, Barbara Smith; Webb, David

American Educational Research Journal, v34 n4 p663-89 Win 1997

In posttest results, 76 prealgebra students who learned about functions in a unit emphasizing multiple formats, anchoring learning in a thematic context, and problem solving in cooperative groups were more successful at problem solving and problem representation than were 56 comparison students conventionally taught. Similar results were found for English-as-a-Second-Language students. (SLD)

Descriptors: Algebra, Cooperative Learning, English (Second Language), Functions (Mathematics), Mathematics Education, Pretests Posttests

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/79852

Author Affiliations: N/A