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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

Terwel, Jan; van Oers, Bert; van Dijk, Ivanka; van den Eeden, Pieter – Educational Research and Evaluation, 2009

With regard to transfer, is it better to provide pupils with ready-made representations or is it more effective to scaffold pupils' thinking in the process of generating their own representations with the help of peers and under the guidance of a teacher in a process of guided co-construction? The sample comprises 10 classes and 239 Grade 5…

Descriptors: Control Groups, Mathematics Education, Graphs, Grade 5

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

Rittle-Johnson, Bethany; Koedinger, Kenneth – British Journal of Educational Psychology, 2009

Background: Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. Aims: The purpose of the current study was to evaluate the…

Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematical Applications, Arithmetic

Peer reviewed

Kramarski, Bracha; Mevarech, Zemira R. – American Educational Research Journal, 2003

Studied the effects of four instructional methods on the mathematical reasoning and metacognitive knowledge of 384 eighth graders. Results show that cooperative learning plus metacognitive training outperformed other combinations of individual and cooperative learning and metacognitive instruction or learning without metacognitive instruction.…

Descriptors: Cooperative Learning, Junior High School Students, Junior High Schools, Mathematical Concepts

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

Sophian, Catherine – Early Childhood Research Quarterly, 2004

While mathematics instruction for very young children needs to be age-appropriate in format and content, it also needs to prepare children conceptually for the kinds of mathematics learning that will be expected of them in future years. This perspective, informed by the work of Russian psychologists and educators on a measurement-based approach to…

Descriptors: Mathematics Instruction, Mathematics Curriculum, Mathematical Concepts, Preschool Children

Woodward, John – Learning Disability Quarterly, 2006

Automaticity in math facts has been of considerable interest to special educators for decades. A review of the intervention literature suggests at least two common approaches to developing automaticity in facts. One is grounded in the use of strategies for teaching facts, the other emphasizes the use of timed practice drills. Recent research…

Descriptors: Special Education, Multiplication, Drills (Practice), Mathematical Concepts

Jacobs, Victoria R.; Franke, Megan Loef; Carpenter, Thomas P.; Levi, Linda; Battey, Dan – Journal for Research in Mathematics Education, 2007

A yearlong experimental study showed positive effects of a professional development project that involved 19 urban elementary schools, 180 teachers, and 3735 students from one of the lowest performing school districts in California. Algebraic reasoning as generalized arithmetic and the study of relations was used as the centerpiece for work with…

Descriptors: Faculty Development, Algebra, Mathematical Logic, Thinking Skills

Huinker, DeAnn M. – 1992

Children begin school with the ability to use their informal and implicit conceptual knowledge to guide their problem solving, but shift to the use of superficial strategies in their attempts to solve word problems as they progress through school. This paper describes a study designed to investigate the effects of an instructional sequence that…

Descriptors: Addition, Cognitive Style, Division, Grade 4