Effects of Multiple Choice Options in Mathematics Learning

Autor/in	Große, Cornelia S.
Titel	Effects of Multiple Choice Options in Mathematics Learning
Quelle	In: European Journal of Science and Mathematics Education, 5 (2017) 2, S.165-177 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Mathematics Instruction; Multiple Choice Tests; Word Problems (Mathematics); Problem Solving; Hypothesis Testing; Student Attitudes; Teaching Methods; Grade 8; Foreign Countries; Pretests Posttests; Prior Learning; Germany + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Textaufgabe; Problemlösen; Hypothesenprüfung; Hypothesentest; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Vorkenntnisse; Deutschland
Abstract	In recent years, the ability to use mathematics flexibly in everyday situations is increasingly accentuated, and mathematics education gives more and more attention to problems with realistic contexts. However, it is reported very often that learners have substantial difficulties in connecting mathematics to real situations. In order to solve complex and authentic problems embedded in real situations it is necessary to find translations from verbal descriptions to mathematical notations and to interpret mathematical results with respect to the real situation. In the present work, it was tested experimentally whether translation and interpretation competencies are fostered by presenting multiple choice options from which the learners have to select the correct one. While benefits of translation answer choices emerged, interpretation answer choices did not support learning. However, when the learners were asked to rate how much they liked the problems, opposed results were obtained, indicating that objective learning outcomes and subjective scores did not correspond. Possible reasons for the inconsistent and to some extent unexpected learning outcomes and for the divergence between objective results and subjective statements are discussed. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01