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ERIC Number: EJ1044466
Record Type: Journal
Publication Date: 2014-Nov
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
Using Productive Disposition to Differentiate between Students' Level of Precision When Critiquing a Peer's Work
Gilbert, Melissa C.
School Science and Mathematics, v114 n7 p339-348 Nov 2014
This study examined the productive disposition of pre-algebra students who demonstrated similar knowledge of the focal content but varied in other academic behaviors expected in the Common Core State Standards for Mathematics (CCSSM). Specifically, the study considered students' attention to precision when critiquing a peer's work. The comprehensive definition of productive disposition used included task values (interest, utility), an ability belief (efficacy), three personal achievement goals, and negative emotions. As hypothesized, the 61 students who provided a more precise critique reported higher productive disposition (in particular, significantly higher mastery-approach personal achievement goals and less frequent negative emotions) than the 79 students who provided a basic critique. These findings illustrate how productive disposition can inform assessments of mathematical competence within the CCSSM recently implemented across the United States.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: 0335369|0227303