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dc.contributor.authorFlores, Raymond
dc.contributor.authorKoontz, Esther
dc.contributor.authorInan, Fethi A.
dc.contributor.authorAlagic, Mara
dc.date.accessioned2015-05-04T16:54:36Z
dc.date.available2015-05-04T16:54:36Z
dc.date.issued2015-06-01
dc.identifier.citationFlores, Raymond; Koontz, Esther; Inan, Fethi A.; Alagic, Mara. 2015. Multiple representation instruction first versus traditional algorithmic instruction first: Impact in middle school mathematics classrooms. -- Educational Studies in Mathematics, v.89 (2): pp. 267-281. DOI: 10.1007/s10649-015-9597-zen_US
dc.identifier.issn0013-1954
dc.identifier.urihttp://dx.doi.org/10.1007/s10649-015-9597-z
dc.identifier.urihttp://hdl.handle.net/10057/11264
dc.descriptionClick on the DOI link to access the article (may not be free).en_US
dc.description.abstractThis study examined the impact of the order of two teaching approaches on students’ abilities and on-task behaviors while learning how to solve percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching approaches in reverse order. Participants included 43 seventh grade students from an urban middle school in Midwestern USA. Results indicated gains in knowledge from both treatment groups; however, the differences between groups were nonsignificant. Comparisons of effect size however, indicated larger growths in abilities to solve among students who received multiple representation instruction first. In addition, statistical differences between on-task behaviors were found in favor of the traditional algorithmic approach. Multiple representation instruction first versus traditional algorithmic instruction first: Impact in middle school mathematics classrooms.en_US
dc.language.isoen_USen_US
dc.publisherSpringeren_US
dc.relation.ispartofseriesEducational Studies in Mathematics;v.89 no.2
dc.subjectMultiple representationsen_US
dc.subjectAlgorithmsen_US
dc.subjectRational numbersen_US
dc.subjectMiddle schoolen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleMultiple representation instruction first versus traditional algorithmic instruction first: Impact in middle school mathematics classroomsen_US
dc.typeArticleen_US


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