Multiple Representation Instruction First versus Traditional Algorithmic Instruction First: Impact in Middle School Mathematics Classrooms

Autor/inn/en	Flores, Raymond; Koontz, Esther; Inan, Fethi A.; Alagic, Mara
Titel	Multiple Representation Instruction First versus Traditional Algorithmic Instruction First: Impact in Middle School Mathematics Classrooms
Quelle	In: Educational Studies in Mathematics, 89 (2015) 2, S.267-281 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-015-9597-z
Schlagwörter	Middle Schools; Mathematics Instruction; Grade 7; Urban Schools; Ability; Student Behavior; Problem Solving; Comparative Analysis; Conventional Instruction; Differences; Effect Size; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fähigkeit; Fertigkeit; Student behaviour; Schülerverhalten; Problemlösen; Unterscheiden; Unterrichtserfolg
Abstract	This study examined the impact of the order of two teaching approaches on students' abilities and on-task behaviors while learning how to solve percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching approaches in reverse order. Participants included 43 seventh grade students from an urban middle school in Midwestern USA. Results indicated gains in knowledge from both treatment groups; however, the differences between groups were nonsignificant. Comparisons of effect size however, indicated larger growths in abilities to solve among students who received multiple representation instruction first. In addition, statistical differences between on-task behaviors were found in favor of the traditional algorithmic approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01