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ERIC Number: ED581302
Record Type: Non-Journal
Publication Date: 2017-Oct
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Design Research on Personalized Problem Posing in Algebra
Walkington, Candace
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017)
Algebra is an area of pressing national concern around issues of equity and access in education. Recent theories and research suggest that personalization of instruction can allow students to activate their funds of knowledge and can elicit interest in the content to be learned. This paper examines the results of a large-scale teaching experiment where 8th grade students posed, solved, and shared algebra problems related to their out of school interests in topics like sports, video games, and social networking. Results suggest that the teaching experiment improved both learning of and interest in algebra compared to "business as usual" instruction, particularly for those students who were struggling. Theoretical and practical implications are discussed. [For complete proceedings, see ED581294.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A