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ERIC Number: EJ915567
Record Type: Journal
Publication Date: 2011-Jan
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0036-6803
Using Prediction to Promote Mathematical Understanding and Reasoning
Kasmer, Lisa; Kim, Ok-Kyeong
School Science and Mathematics, v111 n1 p20-33 Jan 2011
Research has shown that prediction has the potential to promote the teaching and learning of mathematics because it can be used to enhance students' thinking and reasoning at all grade levels in various topics. This article addresses the effectiveness of using prediction on students' understanding and reasoning of mathematical concepts in a middle school algebra context. In the treatment classroom, prediction questions were utilized at the launch of each algebra lesson, and in the control classroom such questions were not used. Both classrooms were taught by the same teacher and used the same curriculum. After completing each of the linear and exponential units, the two classrooms were compared in terms of their mathematical understanding and reasoning through unit assessments. Overall, the treatment classroom outperformed the control classroom on the unit assessments. This result supports that prediction is a valid construct with respect to enhanced conceptual understanding and mathematical reasoning. (Contains 7 tables and 4 figures.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A