NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1046481
Record Type: Journal
Publication Date: 2014-Dec
Pages: 24
Abstractor: As Provided
Reference Count: 85
ISBN: N/A
ISSN: ISSN-1571-0068
Impact of Activity-Based Mathematics Instruction on Students with Different Prior Knowledge and Reading Abilities
Yüksel, Ismail
International Journal of Science and Mathematics Education, v12 n6 p1445-1468 Dec 2014
The aim of this paper is to examine the impact of activity-based mathematics instruction on mathematics performance and investigate those factors, which contribute to the mathematics performance of a sample of children aged between 10 and 12 years. The study was designed to consider the impact of prior knowledge, self-regulation, prior attitude, and reading ability on students' mathematics performance. The data were collected by surveying the students using four instruments: achievement, attitude toward mathematics, self-regulation, and reading ability. The initial results indicated that activity-based mathematics instruction made a significant contribution to students' mathematics performance and mathematics attitude. Students with high prior knowledge and high self-regulation skills demonstrated greater gains in mathematics performance. Students with high prior knowledge also showed a more positive attitude toward mathematics. However, students with low prior knowledge and low reading skills showed the greatest gains in mathematics performance as measured by a retention test. Recent perspectives on the effect of activity-based instruction and the predictors of mathematics performance were described, and recommendations were offered.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A