Opportunities to Learn Fractions in Elementary Mathematics Classrooms

Gearhart, Maryl; Saxe, Geoffrey B.; Seltzer, Michael; Schlackman, Jonah; Ching, Cynthia Carter; Nasir, Na’ilah Suad; Fall, Randy; Bennett, Tom; Rhine, Steven; Sloan, Tine

doi:10.2307/749837

Cited by 33 publications

(25 citation statements)

References 31 publications

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“…Also, they have improved in terms of interest in learning, as well as awareness of mistakes from learning through worked examples. This is aligned with the research which found that the learning environment that engages with problem-solving contexts may increase students' motivation to learn [32,33]. Furthermore, Lim, Morris and Yoon (2006) found that students' motivation is correlated with their satisfaction with the learning.…”

Section: Fig 4 Learning Objectives Test and Try This Functionssupporting

confidence: 65%

Enhancing motivational factors through personalized learning module

Samah

Yahaya

Ali

et al. 2014

2014 IEEE Conference on E-Learning, E-Management and E-Services (IC3e)

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The need has arisen towards the consideration of individual difference in order to enhance motivation in learning fractions. As a result, researchers found that students could improve the level of motivational factors if learn through preferred learning environment. Also, consideration of students' intentions and emotions encouraged students to learn more and effectively. Therefore, personalized learning modules of fractions were developed for each Learning Orientation Profile consists in Intentional Learning Theory, which are Transformance, Performance, Conformance and Resistance Learners. The modules also developed online based on multi-step problem solving involving fractions. In order to investigate learners' motivational factors including value of fractions, mathematical anxiety in learning fractions and self-concept of ability on fractions, scores for each motivational factors are collected thrice and compared. Then, the results are validated with open-ended questionnaires on the effectiveness of the learning modules. The results show that the modules could improve students' motivational factors in learning fractions.

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Section: Fig 4 Learning Objectives Test and Try This Functionssupporting

confidence: 65%

Enhancing motivational factors through personalized learning module

Samah

Yahaya

Ali

et al. 2014

2014 IEEE Conference on E-Learning, E-Management and E-Services (IC3e)

View full text Add to dashboard Cite

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“…Subsequent CGI projects have addressed other areas of mathematics in the primary grades. In contrast, the IMA project found that the complexity of the fractions curriculum and diversity among problems utilized by teachers in the study did not lend itself to a well-structured and sequenced method of developmental assessment (Gearhart et al, 1996). Instead, a major component of the project entailed presenting teachers with key features of students' thinking with fractions.…”

Section: An Uncertain Premise: Improving Teachers' Knowledge Base Impmentioning

confidence: 86%

“…The second group met monthly to collaborate and provide each other with collegial support while preparing for and teaching the unit on fractions. Gearhart et al (1996) found that the first group of teachers provided students greater opportunities to engage with substantive fractions issues than the second group.…”

Section: Transforming Meaningless Activity Into Meaningful Learningmentioning

confidence: 99%

“…They came to believe that their role was not to tell their students how to think but to provide an environment in which students could develop their knowledge and then question them about their problem-solving processes (Fennema et al, 1996). Teachers in the IMA project provided their students greater opportunities to engage with substantive mathematics, addressing important conceptual issues rather than simply focusing on procedures (Gearhart et al, 1995(Gearhart et al, , 1996. These results suggest that CGI and IMA teachers developed a new orientation toward problem solving and inquiry into students' understanding that affected the mathematical opportunities they provided each of their students.…”

Section: Transforming Meaningless Activity Into Meaningful Learningmentioning

confidence: 99%

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Research news and Comment: The Role of Research and Teachers’ Knowledge Base in Professional Development

Rhine¹

1998

Educational Researcher

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“…Collaborative work is also highly recommended, but as with immersion it can be more amorphous and unfocused. In fact, Gerhart et al (1999) found that professional development aimed merely at collaboration without a specific focus on topics such as student thinking, content, or curriculum was not as effective. Having teachers meet and discuss may be valuable, but it is not always focused on instructional practice and, as a result, may not strongly relate to instruction.…”

Section: Discussionmentioning

confidence: 99%

Relationship Between Professional Development, Teachers' Instructional Practices, and the Achievement of Students in Science and Mathematics

Huffman

Thomas

Lawrenz

2003

School Sci & Mathematics

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The purpose of this study was to examine the relationship between different types of professional development, teachers' instructional practices, and the achievement of students in science and mathematics. The types of professional development studied included immersion, examining practice, curriculum implementation, curriculum development, and collaborative work. Data regarding teachers' instructional practices and the amount of professional development were collected using teacher surveys. Ninety‐four middle school science teachers and 104 middle school mathematics teachers participated in the study. Student achievement was measured using eighth grade state science and mathematics achievement test data. Regression analyses suggested that for both science and mathematics teachers, examining practice and curriculum development were significantly related to the use of standards‐based instructional practices. Only curriculum development for mathematics teachers was significantly related to student achievement. Implications of results for the professional development of science and mathematics teachers are discussed.

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Opportunities to Learn Fractions in Elementary Mathematics Classrooms

Cited by 33 publications

References 31 publications

Enhancing motivational factors through personalized learning module

Enhancing motivational factors through personalized learning module

Research news and Comment: The Role of Research and Teachers’ Knowledge Base in Professional Development

Relationship Between Professional Development, Teachers' Instructional Practices, and the Achievement of Students in Science and Mathematics

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