Facilitating Proportional Reasoning through Worked Examples: Two Classroom-Based Experiments

Autor/inn/en	Bentley, Brendan; Yates, Gregory C. R.
Titel	Facilitating Proportional Reasoning through Worked Examples: Two Classroom-Based Experiments
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1297213 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1297213
Schlagwörter	Mathematics Instruction; Mathematical Logic; Thinking Skills; Experiments; Problem Solving; Mathematics Tests; Scores; Teaching Methods; Self Efficacy; Cognitive Processes; Difficulty Level; Middle School Students; Foreign Countries; Hypothesis Testing; Pretests Posttests; Statistical Analysis; Statistical Significance; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Denkfähigkeit; Erprobung; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Australien
Abstract	Within mathematics teaching, ways to help students resolve proportional reasoning problems remains a topical issue. This study sought to investigate how a simple innovative procedure could be introduced to enhance skill acquisition. In two classroom-based experiments, 12-year-old students were asked to solve proportional reasoning mathematics problems, on four occasions, over a two-week period. On the second occasion, students worked either with or without the benefit of worked examples. The examples demonstrated a unitising strategy in the context of solving proportional reasoning missing value problems. Students exposed to the worked examples improved scores on subsequent tests. The worked example instruction was (a) mediated entirely through booklets, (b) effective with both low- and high-SES students and (c) represents a promising approach to teaching within an area that habitually presents many challenges for the general classroom teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01