Influence of Mathematical Representation and Mathematics Self-Efficacy on the Learning Effectiveness of Fifth Graders in Pattern Reasoning
Abstract
Keywords
Full Text:
PDFReferences
Ainsworth, S. (2006). DeFT: a conceptual framework for considering learning with multiple representations. Learning and Instruction 16, 183–198.
Anjum, R. (2006). The impact of self-efficacy on mathematics achievement of primary school children. Pakistan Journal of Psychological Research, 21(3), 61-78.
Blanton, M., & Kaput, J. (2002). Developing elementary teachers’ algebra eyes and ears: Understanding characteristics of professional development that promote generative and self-understanding change in teacher practice. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University.
Chen, M. J. (2008). An introduction to a digital content design and presentation environments Activate Mind Attention (AMA). Elementary Education, 48(6), 57-63.
Dreyfus, T. & Eisenberg, T. (1996). On different facets of mathematical thinking. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp.253-284). Mahwah, NJ: Erlbaum.
Fernandez, M. & Anhalt, C. (2001). Transition toward algebra. Mathematics Teaching in the Middle School, 7(4), 237-241.
Hackett, G. & Betz, N. E. (1989). An exploration of the mathematics self-efficacy mathematics performance correspondence. Journal for Research in Mathematics Education, 20(3), 261-273.
Heddens, J. W. (1984). Today,s Mathematics. (5th ed.). Chicago: Science Research Associates.
Janvier, C. (1987). Problems of Representation in the Teaching and Learning of Mathematical Problem Solving. Erlbaum, Hillsdale, NJ.
Kaput, J. J. (1987). Representation systems and mathematics. In Janvier, C. (Ed.), Problems of representation in teaching and learning of mathematics (pp. 159-195) . Hillsdale, NJ: Lawrence Erlbaum.
Lee, C. Y. & Chen, M. P. (2009). A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge. Computers & Education , 52 (3), 530-542.
Lee, C. Y. & Cheng, C. Y. (2012). The effects of worked examples on fifth graders' flexible thinking and mathematics attitudes. Proceedings of the 2012 International Conference of Mathematics and Information Education(ICMIE2012), pp. 61-72. Taipei, Taiwan. July 16-17, 2012.
Lee, C. Y., & Chen, M. J. (in press). Effects of worked examples using manipulatives on fifth graders’ learning performance and attitude toward mathematics. Educational Technology and Society
Lee, C. Y., Chen, M. J., & Chang, W. L. (in press). The effects of multiple solution and question prompt on generalization and justification for non-routine mathematical problem solving in a computer game context. Eurasia Journal of Mathematics, Science & Technology Education.
Lesh, R., Post, T., & Behr, M. (1987). Representations and translations among representations in mathematics learning and problem solving. In C. Janvier, (Ed.), Problems of representations in the teaching and learning of mathematics (pp. 33-40). Hillsdale, NJ: Lawrence Erlbaum.
Lewis, A. B. & Mayer, R. E. (1987). Students’ miscomprehension of relational statements in arithmetic word problems. Journal of Educational Psychology, 79(4), 363-371.
National Council of Teachers of Mathematics (2000). The principles and standards for school mathematics. Reston, VA:NCTM.
Owen, A. (1995). In search of the unknown: A review of primary algebra. In J. Anghileri (Ed. ), Children´s mathematical thinking in the primary years: Perspectives on children´s learning. London: Cassell.
Rivera, F. & Becker, J. R. (2008). Middle school children’s cognitive perceptions of constructive and deconstructive generalizations involving linear figural patterns. ZDM: International Journal in Mathematics Education, 40, 65-82.
Schunk, D. H. (2007). Learning theories: An educational perceptive (5th ed.). NJ: Prentice-Hall.
Sherer, M. & Maddux J. (1982). The self-efficacy scale: Construction and validation. Psychological Reports, 51(2), 663-671.
Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18, 278–312.
Skaalvik, E. M. & Skaalvik, S. (2006). Self-concept and self-efficacy in mathematics: Relation with mathematics motivation and achievement. Proceedings from ICLS ’06 International Conference on Learning Sciences.
Tchoshanov, M. (1997). Visual mathematics. Kazan, Russia: ABAK.
Wills, G. B. & Fuson, K. C. (1988). Teaching children to use schematic drawings to solve addition and subtraction word problems. Journal of Educational Psychology, 80, 192-201.
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493