Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson

Rittle‐Johnson, Bethany; Fyfe, Emily R.; Loehr, Abbey M.

doi:10.1111/bjep.12124

Cited by 43 publications

(33 citation statements)

References 60 publications

(91 reference statements)

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“…The most different ability was in students' ability to reveal information. By following the learning model syntax, the students were able to receive a significantly different score compared to those in conventional class Rittle-Johnson, Fyfe & Loehr, 2016). The main purpose of the research was to find out the influence of CIRC learning model application on reading literacy in biology context in 8 th -grade students of MAH Islamic Schools, Citaringgul Bogor.…”

Section: Discussionmentioning

confidence: 99%

Biology reading literacy: measurement and empowerment through circ learning model

Ristanto

2020

Journal for the Education of Gifted Young Scientists

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Reading literacy in biology learning is related to the ability to understand the meaning of organism and its processes as well as behavior and attitude in supporting reading activities. The research aims to find out the influence of the Cooperative Integrated Reading and Composition (CIRC) learning model on students' reading literacy in Biology context. The research method used includes a quasy-experiment using a pretest-posttest non-equivalent control group design. The independent variable is a learning model that consists of two types, namely: CIRC learning model and the conventional model. The research is conducted in 8th Grade of MAH Islamic Schools, Bogor, Indonesia, by involving 66 students as the sample by random sampling. The dependent variable is reading literacy in a Biology context, which is in the subject of plant structure and its utilization in technology. Reading literacy instruments are developed by adapting from PISA that has been stated as valid and reliable. The research results indicate that CIRC learning influenced the achievement of students' reading literacy in a Biology context. The result of sig proves it. value of 0.002<0.005. CIRC was proven to be superior compared to conventional learning in plant structure and its utilization in technology learning. CIRC learning could be applied in biology learning to empower students' reading literacy.

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Section: Discussionmentioning

confidence: 99%

Biology reading literacy: measurement and empowerment through circ learning model

Ristanto

2020

Journal for the Education of Gifted Young Scientists

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“…Concerns that the high-stakes test environment (STA, 2019;Roberts, 2017;Ofqual, 2018a) can lead to a narrowed curriculum and a reduction in students' learning motivation (Lau, 2016), can be seen as contributory factors for three of the projects, with the teacher-students choosing topics they viewed as beneficial for students' overall development. Conceptual understanding is important in mathematics education and can be described as a student's mental representation of a topic, which is not problem-specific and frequently includes connections between topics (Rittle-Johnson et al, 2016), but the MTC can be successfully completed using rote learning. Collaborative learning can increase student support systems, improve cooperation, increase self-esteem, and promote critical thinking, problem-solving skills and motivation (Laal and Ghodsi, 2012).…”

Section: Implications For Implementing Action Research More Widelymentioning

confidence: 99%

Exploring teachers’ experiences of action research

Vaughan¹

2020

LRE

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Through exploring the author’s experiences of working with five teachers who undertook an action research project for their master’s dissertations, this article establishes that it is possible for critical participatory action research to address issues around the perceived de-professionalization of teachers, and challenge the exploitative nature of education within English state schools. Semi-structured interviews with five teachers showed that this was an empowering experience, which provided a number of benefits, including an increased sense of professionalism, and that they would recommend action research to other teachers. Their experiences and insights have been used to discuss options for implementing action research more widely, identifying potential challenges and suggesting possible solutions. Based on both sets of experiences, I suggest that it would be valuable for action research to be implemented more widely within the English education system, as a method of addressing teachers’ frustrations around accountability and performativity.

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“…Such domainspecific factors may therefore also hinder shortcut use. Herein, we focus on one domain-general and one domain-specific factor, spatial attention and poor understanding of associativity respectively, because they are theoretically relevant (Siegler & Araya, 2005) and potentially malleable (Rittle-Johnson et al, 2016).…”

Section: Difficulties Using Associativity Shortcutsmentioning

confidence: 99%

Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts

Eaves

Attridge

Gilmore

2019

Learning and Instruction

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Declarations of interest: None ACKNOWLEDGEMENTS: This work was supported by a PhD Studentship from Loughborough University Doctoral college. We would like to thank Jayne Pickering who helped to dual-score the data. C.G. is supported by a Royal Society Dorothy Hodgkin Fellowship. Highlights • Associativity is an arithmetic concept that children and adults struggle to apply • Inversion is a simpler concept that older children and adults easily apply • Solving inversion problems ('a + b-b') increased subsequent associativity use • 'a + b-b' inversion, but not 'a + b-a' inversion, increased associativity use • 'a + b-b' problems may direct attention or validate a 'right-to-left' strategy

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Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson

Abstract: Findings suggest that within a single lesson, spending more time on conceptual instruction may be more beneficial than time spent teaching a procedure when the goal is to promote more robust understanding of target concepts and procedures.

Cited by 43 publications

References 60 publications

Biology reading literacy: measurement and empowerment through circ learning model

Biology reading literacy: measurement and empowerment through circ learning model

Exploring teachers’ experiences of action research

Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts

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