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Peer reviewed Peer reviewed
ERIC Number: EJ552525
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1042-1629
The Effects of Instructional Context and Reasoning Complexity on Mathematics Problem-Solving.
Choi, Jeong-Im; Hannafin, Michael
Educational Technology Research and Development, v45 n3 p43-55 1997
The focus of this study was on the effects of relevance in instructional context and reasoning complexity on mathematics problem solving achievement, transfer, and attitude for fifth graders. Results suggest that rich mathematical instructional contexts best support mathematics problem-solving, but simple, decontextualized instruction yields the most favorable attitudes. (Author/LRW)
Descriptors: Academic Achievement, Context Effect, Elementary School Mathematics, Grade 5, Instructional Material Evaluation, Mathematics Instruction, Pretests Posttests, Problem Solving, Student Attitudes, Thinking Skills, Transfer of Training
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Decontextualization