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ERIC Number: ED395760
Record Type: RIE
Publication Date: 1995-Apr
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Construction of Mathematical Knowledge through the Whole Class Discussion: Effects of Presenting a Problem with Answer Alternatives.
Morita, Eiji; Inagaki, Kayoko
In the Hypothesis-Experiment-Instruction (HEI) method students are presented with a problem with three or four answer alternatives, which leads them later to recognize the distribution of choices, discuss a variety of ideas among them, and integrate distributed pieces of information. This study examined the effects of presenting a problem with or without answer alternatives on the deployment and products of group discussion in the case of adding fractions with different denominators. Fourth- and fifth-grade students (n=289) were assigned class by class to either Group With Alternatives or Group Without Alternatives. Results showed no significant difference between the two groups on a post test. Researchers surmised that group discussion beginning with presenting a problem with answer alternatives may be effective for discussion among a few competing but equally plausible ideas, but not effective for discussion in the situation where the correct answer can easily be recognized by excluding other implausible alternatives. (MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Japan
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 19, 1995).