Multiple representation instruction first versus traditional algorithmic instruction first: Impact in middle school mathematics classrooms

Flores, Raymond; Koontz, Esther; Inan, Fethi A.; Alagic, Mara

doi:10.1007/s10649-015-9597-z

Cited by 8 publications

(4 citation statements)

References 19 publications

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“…This gives learners the chance to build two kinds of mental representations: a verbal and a visual model (Mayer & Moreno, 2005). With these functions, it is believed that the adoption of multiple representations in one's instruction may yield better learning result (Flores, Koontz, Inan, & Alagic, 2015).…”

Section: Prior Knowledge and Multiple Representationsmentioning

confidence: 99%

Relationships between Facial Expressions, Prior Knowledge, and Multiple Representations: a Case of Conceptual Change for Kinematics Instruction

Liaw

Chou

et al. 2020

J Sci Educ Technol

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Kinematics is an important but challenging area in physics. In previously published works of the current research project, it was revealed that there is a significant relationship between facial microexpression states (FMES) changes and conceptual conflictinduced conceptual change. Consequently, the current study integrated FMES into a kinematics multiple representation instructional scenario to investigate if FMES could be used to help construct students' conceptual paths, and help predict students' learning outcome. Analysis revealed that types of students' FMES (neutral, surprised, positive, and negative) were important in helping instructors predict students' learning outcomes. Findings showed that exhibiting negative FMES through all three major representation segments of the instructional process (i.e., scientific demonstration, textual instruction, and animated instruction) suggests a higher probability of conceptual change among students with sufficient background knowledge on the topic. For students with insufficient prior knowledge, the result was the opposite. Moreover, animated representation was found to be critical to the prediction of student conceptual change. In sum, the results showed FMES as a viable indicator for conceptual change in kinematics, and also reaffirmed the importance of prior knowledge and representations of scientific concepts.

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Section: Prior Knowledge and Multiple Representationsmentioning

confidence: 99%

Relationships between Facial Expressions, Prior Knowledge, and Multiple Representations: a Case of Conceptual Change for Kinematics Instruction

Liaw

Chou

et al. 2020

J Sci Educ Technol

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“…This reassuring character of a unique algorithm or representation is a very general phenomenon. It was experimentally demonstrated with an algorithmic instruction for solving percentage problems on seventh grade students in Midwestern USA (Flores, Koontz, Inan & Alagic, 2015). The order of teaching this algorithmic instruction with respect to a multiple representation instruction was manipulated.…”

Section: Swas Raise Conative Attractivenessmentioning

confidence: 99%

Should we continue to teach standard written algorithms for the arithmetical operations? The example of subtraction

et al. 2019

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“…Mevarech and Kramarski, 2014), with teachers scaffolding by posing certain questions and helping students find answers for promoting comprehension and strategic thinking. Other strategies to enhance engagement include promoting visualisation of mathematical relationships to deepen understanding, using diverse representations like diagrams, graphical displays and symbols (Flores et al, 2015). Pedagogies may foster students' physical interaction with objects to learn specific contentsmanipulative-based pedagogies (Carbonneau and Marley, 2012), such as using play money to teach arithmetic functions, or algebra tiles to teach multiplication and division skills.…”

Section: Pedagogies For Learner Engagementmentioning

confidence: 99%

Understanding innovative pedagogies

Peterson

Dumont

Lafuente³

et al. 2018

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ EDU/WKP(2018)8Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Multiple representation instruction first versus traditional algorithmic instruction first: Impact in middle school mathematics classrooms

Cited by 8 publications

References 19 publications

Relationships between Facial Expressions, Prior Knowledge, and Multiple Representations: a Case of Conceptual Change for Kinematics Instruction

Relationships between Facial Expressions, Prior Knowledge, and Multiple Representations: a Case of Conceptual Change for Kinematics Instruction

Should we continue to teach standard written algorithms for the arithmetical operations? The example of subtraction

Understanding innovative pedagogies

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