Literaturnachweis - Detailanzeige
| Autor/inn/en | Hopkins, Sarah; Russo, James |
|---|---|
| Institution | Mathematics Education Research Group of Australasia |
| Titel | Does (Problem-Based) Practice Always Make Proficient? [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (40th, Melbourne, Victoria, Australia, 2017). |
| Quelle | (2017), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Mathematics Instruction; Teaching Methods; Problem Based Learning; Mathematics Skills; Recall (Psychology); Problem Solving; Foreign Countries; Elementary School Students; Computation; Instructional Effectiveness; Australia |
| Abstract | The current study compared the rate at which problem-based practice increased the use of retrieval-based strategies for students identified as displaying accurate min-counting with students identified as displaying almost proficient performance. The findings supported the prediction that the rate at which problem-based practice promoted retrieval use was lower for students in the accurate min-counting group; in fact, it had no effect on their retrieval development. Implications for teaching practice are discussed, in particular, the notion that such students may require exposure to different problem representations (e.g., visual imagery) to move them away from conceptualising addition as counting. (As Provided). |
| Anmerkungen | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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