How to Begin a New Topic in Mathematics: Does It Matter to Students' Performance in Mathematics?

Autor/inn/en	Ma, Xin; Papanastasiou, Constantinos
Titel	How to Begin a New Topic in Mathematics: Does It Matter to Students' Performance in Mathematics?
Quelle	In: Evaluation Review, 30 (2006) 4, S.451-480 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-841X
DOI	10.1177/0193841X05284090
Schlagwörter	Foreign Countries; Teaching Methods; Mathematics Instruction; Mathematics Teachers; Grade 8; Instructional Effectiveness; Mathematics Achievement; Canada + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 08; 8. Schuljahr; Schuljahr 08; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kanada
Abstract	The authors use Canadian data from the Third International Mathematics and Science Study to examine six instructional methods that mathematics teachers use to introduce new topics in mathematics on performance of eighth-grade students in six mathematical areas (mathematics as a whole, algebra, data analysis, fraction, geometry, and measurement). Results of multilevel analysis with students nested within schools show that the instructional methods of having the teacher explain the rules and definitions and looking at the textbook while the teacher talks about it had little instructional effects on student performance in any mathematical area. In contrast, the instructional method in which teachers try to solve an example related to the new topic was effective in promoting student performance across all mathematical areas. (Contains 6 tables.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10