Impact of Activity-Based Mathematics Instruction on Students With Different Prior Knowledge and Reading Abilities

Yüksel, İsmail

doi:10.1007/s10763-013-9474-0

Cited by 11 publications

(27 citation statements)

References 37 publications

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“…Particularly noteworthy within these findings, learning gains were found across all student ability levels (Figure ). The observation of movement across all ability levels is significant, as some interventions tend to have a greater impact on students who initially scored at a lower level than those that initially scored at a higher level or vice versa (Han, Capraro & Capraro, ; Yüksel, ; Zohar & Peled, ). This would indicate that the teachers' explicit instructional focus on models and on elements of modeling practice was beneficial for students at all ability levels.…”

Section: Discussionmentioning

confidence: 99%

Investigating the impacts of targeted professional development around models and modeling on teachers' instructional practice and student learning

Miller

Kastens

2017

J Res Sci Teach

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Developing understanding of models and proficiency with modeling practice is challenging for both teachers and students. This 2‐year study first investigated existing instructional strategies employed by teachers while teaching Earth and Space Science with dynamic physical models. Summer professional development introduced a conceptual framework, based on analogical reasoning, to help students strengthen and deepen the connections they make between a model and its real‐world referent. The framework draws explicit attention to correspondences and non‐correspondences between model and referent, an often overlooked component of modeling practice which underpins the ability to evaluate and thus improve a model. Teachers were guided to reflect on their own instructional use of models and to plan for integrating specific instructional strategies around models into their Year 2 practice. Classroom observation data reveal that from Years 1 to 2, teachers shifted from a more didactic approach in which they used physical models primarily as tools for demonstration toward more student engagement with models as problem‐solving tools. On an assessment measuring their students' ability to reason with and about models, pre‐post learning gains were higher in Year 2 than Year 1 across students at all ability levels. Together, these findings present evidence that teachers can learn to guide their students toward using physical models in ways that approximate key aspects of how scientists use runnable models, as envisioned by the Developing and Using Models practice of the Next Generation Science Standards.

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Section: Discussionmentioning

confidence: 99%

Investigating the impacts of targeted professional development around models and modeling on teachers' instructional practice and student learning

Miller

Kastens

2017

J Res Sci Teach

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“…Students with a higher prior knowledge of math facts performed better overall in both attitude and aptitude during Yuksel's (2014) testing. In the study, lessons were designed using the Realistic Mathematics Education Approach (RME) where students "are expected to understand processes, rather than learning algorithms" (Yuksel, 2014(Yuksel, , p. 1447 while solving real world problems in their real life context. The researcher espoused a constructivist approach for his theoretical framework (Yuksel, 2014).…”

Section: Mastery Of Basic Knowledgementioning

confidence: 96%

“…333, 335). Yuksel (2014) examined progress under Turkey's 2013 twin initiative to combat low international performance in mathematics by Turkish students-the two strategies introduced were "mental arithmetic courses in preschool and in the first years of primary school" and math implementation courses "based on real-life activities" offered beginning in fifth grade (p. 1446).…”

Section: Mastery Of Basic Knowledgementioning

confidence: 99%

Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools

Vaughan¹

2019

Journal of Research on Christian Education

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Christian education continues to play an important role in our society. The purpose of the present quantitative study is to compare mean scores on the Preliminary Scholastic Aptitude Test (PSAT) compared between Classical Christian schools and non-Classical Christian schools to see if there are any significant differences in selected areas of academic performance. Classical Christian schools are defined as private schools employing a distinct Christ-centered pedagogy with an emphasis on the Greco-Roman Trivium. Non-Classical Christian schools are defined as private schools with a Christ-centered pedagogy with no emphasis on the Greco-Roman Trivium. A causal-comparative study was conducted to measure archival data that was randomly selected from all schools answering a headmaster survey. The sample consisted of 4,486 mean scores from the 2003-2004 through 2012-2013 school years: 3,768 mean scores from non-Classical Christian Schools and 718 from Classical Christian schools each in reading and math and 3,768 mean scores from non-Classical Christian Schools and 701 from Classical Christian schools in writing. Data was collected using a headmaster survey. Welch's t-tests for unequal variances compared school score means with an alpha set at .05 and then at .017 for Bonferroni correction and returned statistically significant results for all three academic areas at both alpha levels. Effect size measured by Cohen's d and eta squared indicated Classical Christian methodology should have a large, positive effect on PSAT scores. Future research, including field work for demographics as well as associated correlational studies, is recommended.

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“…Tyrimo rezultatai rodo, kad metakognityvių įgūdžių lavinimas turi teigiamą poveikį nuostatai dėl matematikos ir akademiniams pasiekimams. Yuksel (2013) tyrimo duomenimis, pažinimo reguliavimas ir žinios apie pažinimą leidžia prognozuoti nuostatas dėl matematikos ir akademinius pasiekimus (Yuksel, 2013) ir šie tyrimo rezultatai oponuoja kitų ty-rėjų (Sperling, et al, 2002;Countinho & Neuman, 2008;Kleitman & Gibson, 2011;Jagals & van der Walt, 2013;Nicolaidou et al, 2003;Juter, 2005;Hemmings et al, 2011) gautiems rezultatams, kad metakognityvus sąmoningumas tiesiogiai neturi įtakos akademiniams pasiekimams. Sahin, Kendir (2013), Kleitman ir Gibson (2011) įrodė, kad mokiniai, apmokyti naudotis metakognityviomis strategijomis, turėjo aukštesnę nuostatą dėl matematikos, tai nulėmė labiau teigiamos nuostatos dėl matematikos atsiradimą ir geresnius akademinius pasiekimus.…”

Section: Raminta Seniūnaitėunclassified

“…Jeigu į domėjimosi sritį suformuojama teigiama nuostata ir sukaupta nemažai faktinių žinių bei žinių apie tai, kada ir kaip tas faktines žinias naudoti, tai akademinius pasiekimus galima pakankamai tiksliai nuspėti. Pavyzdžiui, Yuksel (2013) taip pat analizavo, ar pažinimo reguliavimas ir žinios apie pažinimą nuspėja nuostatą dėl matematikos ir akademinius pasiekimus matematikoje. Yuksel (2013) tyrimo rezultatai parodė, kad nuostata dėl matematikos ir žinios apie pažinimą leidžia prognozuoti akademinius pasiekimus.…”

Section: Rezultatų Aptarimasunclassified

10–16 Metų Mokinių Nuostatos Dėl Matematikos Ir Metakognityvaus Sąmoningumo Sąsaja

Seniūnaitė¹,

Pociūtė²

2015

ActPaed

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Impact of Activity-Based Mathematics Instruction on Students With Different Prior Knowledge and Reading Abilities

Cited by 11 publications

References 37 publications

Investigating the impacts of targeted professional development around models and modeling on teachers' instructional practice and student learning

Investigating the impacts of targeted professional development around models and modeling on teachers' instructional practice and student learning

Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools

10–16 Metų Mokinių Nuostatos Dėl Matematikos Ir Metakognityvaus Sąmoningumo Sąsaja

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