Comparison of Algorithmic and Multiple-Representation Integrated Instruction for Teaching Fractions, Decimals, and Percent

Autor/inn/en	Flores, Raymond; Inan, Fethi A.; Han, Sunyoung; Koontz, Esther
Titel	Comparison of Algorithmic and Multiple-Representation Integrated Instruction for Teaching Fractions, Decimals, and Percent
Quelle	In: Investigations in Mathematics Learning, 11 (2019) 4, S.231-244 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2018.1461050
Schlagwörter	Mathematics Instruction; Middle School Mathematics; Grade 7; Algebra; Fractions; Arithmetic; Mathematical Concepts; Middle School Students; Teaching Methods; Mathematics Achievement; Instructional Effectiveness; Urban Schools; Sequential Approach + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schrittfolge
Abstract	This study examined the effects of two teaching treatments [multiple-representation instruction (MR) and traditional algorithmic instruction (TA)] on students' performance on mathematics problems that integrated fractions, decimals, and percent. Using a 2 × 2 crossover design, the effect of the teaching treatments and their sequences on student performance were compared. Students in the MR/TA treatment sequence group received instruction in which multiple representations were integrated followed by traditional algorithmic instruction, and students in the TA/MR treatment sequence group received treatments in the reverse order. Participants included 89 seventh-grade students enrolled in a pre-algebra course in an urban middle school in the Midwestern United States. Results indicated gains in performance from both teaching treatments (MR and TA), however, statistically significant higher performance was found with the traditional algorithmic treatment. In terms of the order of teaching treatments, no significant performance difference was found. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01