Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/117176
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Type: Journal article
Title: Facilitating proportional reasoning through worked examples: Two classroom-based experiments
Author: Bentley, B.
Yates, G.
Citation: Cogent Education, 2017; 4(1):1297213-1-1297213-14
Publisher: Taylor & Francis / Routledge Group
Issue Date: 2017
ISSN: 2331-186X
Statement of
Responsibility: 
Brendan Bentley and Gregory C.R. Yates
Abstract: Within mathematics teaching, ways to help students resolve proportional reasoning problems remains a topical issue. This study sought to investigate how a simple innovative procedure could be introduced to enhance skill acquisition. In two classroom-based experiments, 12-year-old students were asked to solve proportional reasoning mathematics problems, on four occasions, over a two-week period. On the second occasion, students worked either with or without the benefit of worked examples. The examples demonstrated a unitising strategy in the context of solving proportional reasoning missing value problems. Students exposed to the worked examples improved scores on subsequent tests. The worked example instruction was (a) mediated entirely through booklets, (b) effective with both low- and high-SES students and (c) represents a promising approach to teaching within an area that habitually presents many challenges for the general classroom teacher.
Keywords: Proportional reasoning; mathematics education; cognitive load theory; self-efficacy
Rights: © 2017 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license
RMID: 0030078181
DOI: 10.1080/2331186X.2017.1297213
Appears in Collections:Education publications

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