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The Effects of Representations, Constructivist Approaches, and Engagement on Middle School Students' Algebraic Procedure and Conceptual Understanding
Author(s) -
Ross Amanda,
Willson Victor
Publication year - 2012
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2011.00125.x
Subject(s) - mathematics education , constructivist teaching methods , conceptual change , multilevel model , concept learning , psychology , constructivism (international relations) , procedural knowledge , pedagogy , algebra over a field , mathematics , teaching method , computer science , pure mathematics , knowledge management , body of knowledge , statistics , international relations , politics , political science , law
This study examined the effects of types of representations, constructivist teaching approaches, and student engagement on middle school algebra students' procedural knowledge and conceptual understanding. Data gathered from 16 video lessons and algebra pretest/posttests were used to run three multilevel structural equation models. Symbolic representations ( p < .02), shared meanings ( p < .05), and meaningful feedback ( p < .10) significantly increased procedural and conceptual understanding. Enactive representations significantly increased procedural knowledge ( p < .05). There was also a significant relationship between the two types of learning at the within level ( p < .01) and between level ( p < .05).