Differential Backward Transfer Effects for Students with Different Levels of Linear Function Reasoning Abilities [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Hohensee, Charles; Melville, Matthew; Collier, Crystal; Ma, Yue
Titel	Differential Backward Transfer Effects for Students with Different Levels of Linear Function Reasoning Abilities [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematical Logic; Thinking Skills; Mathematical Concepts; Mathematics Education; Transfer of Training; Algebra; Grade 9; Grade 10; Grade 11; Minority Group Students; Summer Programs + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Denkfähigkeit; Mathematische Bildung; Training; Transfer; Ausbildung; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Sommerkurs
Abstract	Backward transfer is when learning about a new topic influences an individual's prior ways of reasoning about a topic they previously learned about. This study looked at how quadratic functions instruction differentially influenced students' prior ways of reasoning about linear functions. Specifically, we compared students at three levels of reasoning about linear functions, low-, mid-, and high-level, using a pre/posttest design that bracketed a two-week quadratic functions math program. Results showed that students at different reasoning levels experienced different backward transfer effects, that particular mathematical reasoning processes were most involved in the effects, and that the effects spanned two dimensions of productiveness of mathematical reasoning. Results from this study are significant for better understanding the construct of backward transfer, and have implications for teaching quadratic functions. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01