Design Research on Personalized Problem Posing in Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/in	Walkington, Candace
Titel	Design Research on Personalized Problem Posing in Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Mathematics Instruction; Problem Solving; Teaching Methods; Relevance (Education); Grade 8; Student Interests; Instructional Effectiveness; Comparative Analysis; Conventional Instruction; Pretests Posttests; Questionnaires; Self Efficacy; Scores; Standardized Tests; Regression (Statistics); Statistical Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; School year 08; 8. Schuljahr; Schuljahr 08; Studieninteresse; Unterrichtserfolg; Fragebogen; Self-efficacy; Selbstwirksamkeit; Standadised tests; Standardisierter Test; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Algebra is an area of pressing national concern around issues of equity and access in education. Recent theories and research suggest that personalization of instruction can allow students to activate their funds of knowledge and can elicit interest in the content to be learned. This paper examines the results of a large-scale teaching experiment where 8th grade students posed, solved, and shared algebra problems related to their out of school interests in topics like sports, video games, and social networking. Results suggest that the teaching experiment improved both learning of and interest in algebra compared to "business as usual" instruction, particularly for those students who were struggling. Theoretical and practical implications are discussed. [For complete proceedings, see ED581294.] (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	2020/1/01