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Chao, Theodore; Murray, Eileen; Star, Jon R. – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2016

Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…

Descriptors: Telecommunications, Technology Uses in Education, Educational Technology, Teaching Methods

Star, Jon R. – Journal for Research in Mathematics Education, 2018

The present issue of "JRME" features three articles--Melhuish (2018; see EJ1167195); Jamil, Larsen, and Hamres (2018; see EJ1167178); and Thanheiser (2018; see EJ1167179)--that involve, at least to some degree, replication of prior published studies. In each of these articles, the authors provide a clear rationale for the importance of…

Descriptors: Replication (Evaluation), Writing for Publication, Relevance (Education), Educational Research

Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R. – Preventing School Failure, 2016

In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

Descriptors: Learner Engagement, Grade 7, Mathematics Achievement, Time on Task

Maciejewski, Wes; Star, Jon R. – Research in Mathematics Education, 2016

Mathematics experts often choose appropriate procedures to produce an efficient or elegant solution to a mathematical task. This "flexible procedural knowledge" distinguishes novice and expert procedural performances. This article reports on an intervention intended to aid the development of undergraduate calculus students' flexible use…

Descriptors: Calculus, Undergraduate Students, Mathematics Education, Mathematics Instruction

Prieto, Nuria Joglar; Sordo Juanena, José María; Star, Jon R. – International Journal of Mathematical Education in Science and Technology, 2014

The information and communication technologies of Web 2.0 are arriving in our schools, allowing the design and implementation of new learning environments with great educational potential. This article proposes a pedagogical model based on a new geometry technology-integrated learning environment, called "Geometry 2.0," which was tested…

Descriptors: Web 2.0 Technologies, Geometry, Mathematics Instruction, Elementary School Mathematics

Jitendra, Asha K.; Dupuis, Danielle N.; Star, Jon R.; Rodriguez, Michael C. – Journal of Learning Disabilities, 2016

This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment…

Descriptors: Schemata (Cognition), Teaching Methods, Problem Solving, Mathematical Logic

Silver, Edward A.; Mesa, Vilma M.; Morris, Katherine A.; Star, Jon R.; Benken, Babette M. – American Educational Research Journal, 2009

The authors present an analysis of portfolio entries submitted by candidates seeking certification by the National Board for Professional Teaching Standards in the area of Early Adolescence/Mathematics. Analyses of mathematical features revealed that the tasks used in instruction included a range of mathematics topics but were not consistently…

Descriptors: National Standards, Early Adolescents, Teacher Certification, Mathematics Instruction

Jitendra, Asha K.; Star, Jon R. – Theory Into Practice, 2011

This article discusses schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In the authors' most recent research and developmental efforts, they designed SBI to meet the needs of middle school students with LD in inclusive…

Descriptors: Mathematics Education, Learning Disabilities, Cognitive Psychology, Word Problems (Mathematics)

Jitendra, Asha K.; Star, Jon R.; Dupuis, Danielle N.; Rodriguez, Michael C. – Journal of Research on Educational Effectiveness, 2013

This study examined the effect of schema-based instruction (SBI) on 7th-grade students' mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a…

Descriptors: Mathematics Instruction, Grade 7, Middle School Students, Schemata (Cognition)

Star, Jon R.; Pollack, Courtney – ZDM: The International Journal on Mathematics Education, 2015

The topic of inhibition in mathematics education is both well timed and important. In this commentary, we reflect on the role of inhibition in mathematics learning through four themes that relate to how inhibition is defined, measured, developed, and applied. First, we consider different characterizations of inhibition and how they may shape the…

Descriptors: Inhibition, Mathematics Education, Definitions, Research Methodology

Using Comparison of Multiple Strategies in the Mathematics Classroom: Lessons Learned and Next Steps

Durkin, Kelley; Star, Jon R.; Rittle-Johnson, Bethany – ZDM: The International Journal on Mathematics Education, 2017

Comparison is a fundamental cognitive process that can support learning in a variety of domains, including mathematics. The current paper aims to summarize empirical findings that support recommendations on using comparison of multiple strategies in mathematics classrooms. We report the results of our classroom-based research on using comparison…

Descriptors: Comparative Analysis, Mathematics Instruction, Algebra, Problem Solving

Gersten, Russell; Beckmann, Sybilla; Clarke, Benjamin; Foegen, Anne; Marsh, Laurel; Star, Jon R.; Witzel, Bradley – What Works Clearinghouse, 2009

Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need…

Descriptors: Mathematics Instruction, Elementary School Mathematics, Secondary School Mathematics, Elementary School Students

Jitendra, Asha K.; Star, Jon R.; Starosta, Kristin; Leh, Jayne M.; Sood, Sheetal; Caskie, Grace; Hughes, Cheyenne L.; Mack, Toshi R. – Contemporary Educational Psychology, 2009

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of…

Descriptors: Mathematics Education, Intervention, Mathematics Achievement, Achievement Tests

Lynch, Kathleen; Star, Jon R. – Mathematical Thinking and Learning: An International Journal, 2014

Despite extensive scholarship about the importance of teaching mathematics with multiple strategies in the elementary grades, there has been relatively little discussion of this practice in the middle and high school levels or in the context of introductory algebra. This article begins our exploration of this practice by addressing the following…

Descriptors: Teacher Attitudes, Mathematics Instruction, Educational Strategies, Teaching Methods

Rittle-Johnson, Bethany; Schneider, Michael; Star, Jon R. – Educational Psychology Review, 2015

There is a long-standing and ongoing debate about the relations between conceptual and procedural knowledge (i.e., knowledge of concepts and procedures). Although there is broad consensus that conceptual knowledge supports procedural knowledge, there is controversy over whether procedural knowledge supports conceptual knowledge and how instruction…

Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematics Skills, Knowledge Level