id: 05219336
dt: j
an: 2007e.00376
au: Vaiyavutjamai, Pongchawee; Clements, M.A.
ti: Effects of classroom instruction on studentsâ€™ understanding of quadratic
equations.
so: Math. Educ. Res. J. 18, No. 1, 47-77 (2006).
py: 2006
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: H33 C73
ut: equations; grade 9; elementary algebra; secondary school mathematics;
problem solving; scoring rubrics; teaching methods; interviews;
mathematics achievement; mathematical concepts; instructional
effectiveness
ci:
li: doi:10.1007/BF03217429
ab: Summary: Two hundred and thirty-one students in six Grade 9 classes in two
government secondary schools located near Chiang Mai, Thailand,
attempted to solve the same 18 quadratic equations before and after
participating in 11 lessons on quadratic equations. Data from the
studentsâ€™ written responses to the equations, together with data in
the form of transcripts of 36 interviews with 18 interviewees (a high
performer, a medium performer, and a low performer from each of the six
classes), were analysed. Using a rubric for assessing studentsâ€™
understanding, the analysis revealed that at the post-teaching stage
students improved their performance on quadratic equations and had a
better understanding of associated concepts than they had at the
pre-teaching stage. However, many were still confused about the
concepts of a variable and of a "solution" to a quadratic equation.
After the lessons, most students had acquired neither an instrumental
nor a relational understanding of the mathematics associated with
solving elementary quadratic equations. (Contains 8 tables and 2
figures.) (ERIC)
rv: