Effects of Prompting Students to Use Multiple Solution Methods While Solving Real-World Problems on Students' Self-Regulation [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Achmetli, Kay; Schukajlow, Stanislaw; Krug, André
Titel	Effects of Prompting Students to Use Multiple Solution Methods While Solving Real-World Problems on Students' Self-Regulation [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Prompting; Instructional Effectiveness; Problem Solving; Self Management; Mathematics Instruction; Grade 9; Secondary School Students; Foreign Countries; Self Concept; Problem Based Learning; Germany + Suchen Sie Ihr Suchwort? Benutzerführung; Unterrichtserfolg; Problemlösen; Selbstmanagement; Mathematics lessons; Mathematikunterricht; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Ausland; Selbstkonzept; Problem-based learning; Problemorientiertes Lernen; Deutschland
Abstract	In the project MultiMa (Multiple solutions for mathematics teaching oriented toward students' self-regulation), we investigated the effects of prompting students to use multiple solution methods while solving real-world problems on their learning. In this quasi-experimental study, we compared three treatment conditions. In one condition, students solved real-world problems by using multiple solution methods. These solution methods consisted of a solution using a table and a solution using differences. In the other two conditions, the same real-world problems were solved using only one of the methods. About 307 ninth graders from twelve middle track classes took part in this study during four lessons. Before and after a teaching unit, students' self-regulation was tested. [For the complete proceedings, see ED597799.] (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