Facilitating proportional reasoning through worked examples: Two classroom-based experiments

Bentley, Brendan; Yates, Gregory C. R.

doi:10.1080/2331186x.2017.1297213

Cited by 18 publications

(11 citation statements)

References 16 publications

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“…Evidence suggests that incorporating both drawing and gesturing may even reduce cognitive load (De Andrade et al, 2021; Park et al, 2021; Wardark, 2017) maximising the availability of the cognitive resources accessible to the learner to benefit the acquisition of schema (Bentley & Yates, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…The study adopted a previously used methodology (van Gog et al, 2011), employing prior knowledge benchmarks to identify student baseline skills, a learning intervention and two post‐tests (immediate and delayed), to determine intervention effectiveness. Similar to recent studies which have adopted this procedure (for example see, Bentley & Yates, 2017; Bokosmaty et al, 2017), the learning content included in this experiment had not been discussed prior to the study and was aligned with the school's science curriculum. Each research session was conducted during the allocated science lesson time and each student tested individually.…”

Section: Methodsmentioning

confidence: 99%

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Using iconic hand gestures in teaching a year 8 science lesson

Bentley

Walters

Yates

2023

Applied Cognitive Psychology

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Advances in embodied learning and the use of gesture has gained greater interest amongst educators and researchers in recent years. The emerging evidence supporting the use of physical enactment rather than just auditory modes of instruction remains unresolved. This paper investigates the pedagogical methods used by a science teacher instructing a year 8 science class. One class was taught via the practitioner's usual and standard methods. The second class were taught similarly but were exposed to a set of scripted iconic hand gestures. The study utilised the theoretical underpinnings of Evolutionary Educational Psychology and recent insights of Cognitive Load Theory to measure student cognitive load on learning and achievement. The research findings suggest students who were exposed to teaching using iconic hand gestures scored more highly on achievement and rated the test items as relatively less difficult compared to those taught using traditional methods.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Using iconic hand gestures in teaching a year 8 science lesson

Bentley

Walters

Yates

2023

Applied Cognitive Psychology

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“…Estamos cierto que los problemas proporcionan los medios a través de los cuales un alumno puede adquirir nuevas habilidades, y luego comenzar a aplicar estas habilidades a problemas que no hayan encontrado previamente (Renkl, 2014;Van Gog y Rummel, 2010;Bentley y Yates, 2017) como los no rutinarios (Díaz, 2020). Por otra parte, a juicio de Mesa, Wladis y Watkins (2014) los contextos matemáticos aún no están ampliamente representados en la literatura de la educación matemática de la educación universitaria, ni tampoco en el aprendizaje de las matemáticas de los adultos.…”

Section: Resolución De Problemasunclassified

Resolución de Tipos de Problemas y Niveles del Razonamiento Proporcional en Formación Inicial de Profesores de Matemática

Díaz

Aravena

2021

REDIMAT

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Este artículo tiene como objetivos determinar y analizar el desempeño de los futuros profesores de matemática de enseñanza secundaria en la resolución de tipos de problemas y los niveles del razonamiento proporcional. La investigación es descriptiva con metodología cuantitativa con una muestra de veinticinco estudiantes de una Universidad en Chile. Los datos se recopilan a través de una prueba de problemas de respuesta abierta sobre aplicaciones de la proporcionalidad. Los resultados develan capacidad de los estudiantes para resolver problemas rutinarios, preferentemente de contexto puramente matemático y en menor grado, fantasista, pero con alta dificultad en la resolución de problemas no rutinarios y de contexto real. La categoría de nivel aditivo es la mayormente utilizada, lo que demuestra la prevalencia del razonamiento pre-proporcional sin lograr alcanzar la categoría de nivel proporcional que incluye el desempeño de los estudiantes que usan relaciones proporcionales entre todos los datos para obtener la respuesta correcta.

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“…There have been several attempts to empower students' proportional reasoning. Bentley & Yates [8] found that in mathematics, working examples can help students to improve their proportional reasoning. Another finding from Dubovi et al [9] study, they found that Simulation-Based Learning Environment could assist nursing students in increasing proportional reasoning.…”

Section: Introductionmentioning

confidence: 99%

Could STEM-based Phenomenon Learning Improve Students’ Proportional Reasoning?

2020

ILHSS-20, TILEIS-20 &Amp; EABID-20 March 2-4, 2020 Istanbul (Turkey)

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This study investigated the influence of Science, Technology, Engineering, and Mathematics (STEM) based phenomenon learning on students' proportional reasoning. The embedded mixed method design was utilized with 25 senior high school students in the East Java Province, Indonesia at the 2019/2020 school year. The data were collected via written tests (pretest and posttest) and interviews to find the effect of STEM-based phenomenon learning on students' proportional reasoning. Data were analyzed with the Wilcoxon signed-rank test and categorized into five levels of proportional reasoning. The result showed that STEM-based phenomenon learning led to no statistically significant increase in the students' proportional level. There was also a slight decrease in the percentage of students who categorized as level 4 (ration). In particular, the qualitative analysis documented that the students only focus on the proportion of one variable that changes and does not pay attention to changes in other variables. The students also indicated to provide an inverse proportion.

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Facilitating proportional reasoning through worked examples: Two classroom-based experiments

Cited by 18 publications

References 16 publications

Using iconic hand gestures in teaching a year 8 science lesson

Using iconic hand gestures in teaching a year 8 science lesson

Resolución de Tipos de Problemas y Niveles del Razonamiento Proporcional en Formación Inicial de Profesores de Matemática

Could STEM-based Phenomenon Learning Improve Students’ Proportional Reasoning?

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