Using Prediction to Promote Mathematical Understanding and Reasoning

Autor/inn/en	Kasmer, Lisa; Kim, Ok-Kyeong
Titel	Using Prediction to Promote Mathematical Understanding and Reasoning
Quelle	In: School Science and Mathematics, 111 (2011) 1, S.20-33 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2010.00056.x
Schlagwörter	Prediction; Mathematical Concepts; Algebra; Mathematics Instruction; Comprehension; Mathematical Logic; Thinking Skills; Middle School Students; Secondary School Mathematics; Comparative Analysis; Program Effectiveness; Longitudinal Studies; Grade 7 + Suchen Sie Ihr Suchwort? Vorhersage; Mathematics lessons; Mathematikunterricht; Verstehen; Verständnis; Mathematical logics; Mathematische Logik; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Research has shown that prediction has the potential to promote the teaching and learning of mathematics because it can be used to enhance students' thinking and reasoning at all grade levels in various topics. This article addresses the effectiveness of using prediction on students' understanding and reasoning of mathematical concepts in a middle school algebra context. In the treatment classroom, prediction questions were utilized at the launch of each algebra lesson, and in the control classroom such questions were not used. Both classrooms were taught by the same teacher and used the same curriculum. After completing each of the linear and exponential units, the two classrooms were compared in terms of their mathematical understanding and reasoning through unit assessments. Overall, the treatment classroom outperformed the control classroom on the unit assessments. This result supports that prediction is a valid construct with respect to enhanced conceptual understanding and mathematical reasoning. (Contains 7 tables and 4 figures.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10