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Hobbs, Robert Maurice – ProQuest LLC, 2012
Teachers can use culturally relevant pedagogical strategies and technologies as emerging tools to improve students' problem-solving skills. The purpose of this study was to investigate and assess the effectiveness of culturally specific computer-based instructional tasks on ninth-grade African American mathematics students. This study tried to…
Descriptors: Program Effectiveness, National Competency Tests, Test Construction, Maps
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Rittle-Johnson, Bethany; Star, Jon R. – Journal of Educational Psychology, 2009
Researchers in both cognitive science and mathematics education emphasize the importance of comparison for learning and transfer. However, surprisingly little is known about the advantages and disadvantages of what types of things are being compared. In this experimental study, 162 seventh- and eighth-grade students learned to solve equations (a)…
Descriptors: Mathematics Education, Educational Psychology, Equations (Mathematics), Knowledge Level
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Clements, Douglas H.; Sarama, Julie – American Educational Research Journal, 2008
A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were…
Descriptors: Experimental Groups, Control Groups, Mathematics Curriculum, Effect Size
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Rittle-Johnson, Bethany; Star, Jon R. – Journal of Educational Psychology, 2007
Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grade students to learn about algebra equation…
Descriptors: Mathematics Instruction, Concept Formation, Mathematical Concepts, Educational Change
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Rittle-Johnson, Bethany; Star, Jon R.; Durkin, Kelley – British Journal of Educational Psychology, 2012
Background: A key learning outcome in problem-solving domains is the development of procedural flexibility, where learners know multiple procedures and use them appropriately to solve a range of problems (e.g., Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009). However, students often fail to become flexible problem solvers in mathematics. To…
Descriptors: Problem Solving, Grade 8, Teaching Methods, Outcomes of Education
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Carpenter, Thomas P.; And Others – American Educational Research Journal, 1989
Twenty first-grade teachers' use of knowledge from research about mathematical thinking of children was compared with that of 20 teachers who did not participate in an analysis of research. Implications for teacher education and practice are discussed. (SLD)
Descriptors: Children, Classroom Techniques, Cognitive Processes, Comparative Analysis
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Rittle-Johnson, Bethany; Star, Jon R.; Durkin, Kelley – Journal of Educational Psychology, 2009
Comparing multiple examples typically supports learning and transfer in laboratory studies and is considered a key feature of high-quality mathematics instruction. This experimental study investigated the importance of prior knowledge in learning from comparison. Seventh- and 8th-grade students (N = 236) learned to solve equations by comparing…
Descriptors: Mathematics Instruction, Mathematics Education, Methods, Prior Learning
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Fuchs, Lynn S.; And Others – American Educational Research Journal, 1991
The effects of on-going curriculum-based measurement of student growth and expert system instructional consultation on teacher planning and student achievement in mathematics operations were studied for 33 elementary teachers assigned to one control or 2 experimental groups. Each teacher worked with two learning disabled or emotionally disturbed…
Descriptors: Comparative Analysis, Consultation Programs, Elementary Education, Elementary School Students
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Star, Jon R.; Rittle-Johnson, Bethany – Journal of Experimental Child Psychology, 2009
Comparing and contrasting examples is a core cognitive process that supports learning in children and adults across a variety of topics. In this experimental study, we evaluated the benefits of supporting comparison in a classroom context for children learning about computational estimation. Fifth- and sixth-grade students (N = 157) learned about…
Descriptors: Mathematics Education, Problem Solving, Teaching Methods, Cognitive Processes