Comparative Effectiveness of Example-Based Instruction and Van Hiele Teaching Phases on Mathematics Learning [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/inn/en	Adeniji, Saidat Morenike; Baker, Penelope
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	Comparative Effectiveness of Example-Based Instruction and Van Hiele Teaching Phases on Mathematics Learning [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Effectiveness; Cognitive Processes; Difficulty Level; Theories; Constructivism (Learning); High School Students; Teaching Methods; Mathematics Instruction; Mathematics Achievement; Foreign Countries; Mathematics Education; Nigeria + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Theory; Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Mathematische Bildung
Abstract	This article explores the effectiveness of the pedagogical practices associated with the cognitive load theory and the van Hiele theory, which are two theories from cognitivism and constructivism perspectives, respectively. Following a quasi-experiment, the quantitative analysis of 157 high school students' responses to pre, post, and retention tests revealed that the students taught with the van Hiele teaching phases performed significantly better at the post and retention tests. While the cognitive load theory intervention bridges the gap between low and high ability students, the van Hiele teaching phases is beneficial to both low and high performing students. These results have implications for mathematics teaching practices and learning. (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	2024/1/01