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ERIC Number: ED592429
Record Type: Non-Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Effectiveness of Applying Conceptual Change Approaches in Challenging Mathematics Tasks for Low-Performing Students
Kennedy, Tierney
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (41st, Auckland, New Zealand, 2018)
This article reports on the effectiveness of an intervention using conceptual change approaches within challenging tasks, on the mathematics gains for low-performing year 3-6 students in in six primary schools. Quantitative data from PAT-Maths testing for each year showed a consistently large effect size of 0.7 compared to expected gain data from DECD [South Australia's Department for Education and Child Development]. All six experimental groups caught up with DECD expectations within one year. Over the two years, students from years 3-5 gained an additional 27 months of mathematics learning over the expectations and students from years 4-6 gained 29 months, indicating the potential of the approach for closing educational gaps for low-performing students.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3; Grade 5; Intermediate Grades; Middle Schools; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Australia