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ERIC Number: EJ786744
Record Type: Journal
Publication Date: 2007-Mar
Pages: 41
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0020-4277
Heuristic Literacy Development and Its Relation to Mathematical Achievements of Middle School Students
Koichu, Boris; Berman, Abraham; Moore, Michael
Instructional Science: An International Journal of the Learning Sciences, v35 n2 p99-139 Mar 2007
The relationships between heuristic literacy development and mathematical achievements of middle school students were explored during a 5-month classroom experiment in two 8th grade classes (N = 37). By heuristic literacy we refer to an individual's capacity to use heuristic vocabulary in problem-solving discourse and to approach scholastic mathematical problems by using a variety of heuristics. During the experiment the heuristic constituent of curriculum-determined topics in algebra and geometry was gradually revealed and promoted by means of incorporating heuristic vocabulary in classroom discourse and seizing opportunities to use the same heuristics in different mathematical contexts. Students' heuristic literacy development was indicated by means of individual thinking-aloud interviews and their mathematical achievements--by means of the Scholastic Aptitude Test. We found that heuristic literacy development and changes in mathematical achievements are correlated yet distributed unequally among the students. In particular, the same students, who progressed with respect to SAT scores, progressed also with respect to their heuristic literacy. Those students, who were weaker with respect to SAT scores at the beginning of the intervention, demonstrated more significant progress regarding both measures.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A