Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/21321
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Ngu, Bing | en |
dc.contributor.author | Phan, Huy | en |
dc.date.accessioned | 2017-06-08T10:34:00Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | International Journal of Mathematical Education in Science and Technology, 48(6), p. 876-894 | en |
dc.identifier.issn | 1464-5211 | en |
dc.identifier.issn | 0020-739X | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/21321 | - |
dc.description.abstract | Assimilating multiple interactive elements simultaneously in working memory to allow understanding to occur, while solving an equation, would impose a high cognitive load. Element interactivity arises from the interaction between elements within and across operational and relational lines. Moreover, operating with special features (e.g. negative pronumeral) poses additional challenge to master equation solving skills. In an experiment, 41 8th grade students (girls = 16, boys = 25) sat for a pre-test, attended a session about equation solving, completed an acquisition phase which constituted the main intervention and were tested again in a post-test. The results showed that at post-test, students performed better on one-step equations tapping low rather than high element interactivity knowledge. In addition, students performed better on those one-step equations that contained no special features. Thus, both the degree of element interactivity and the operation with special features affect the challenge posed to 8th grade students on learning how to solve one-step equations. | en |
dc.language | en | en |
dc.publisher | Taylor & Francis | en |
dc.relation.ispartof | International Journal of Mathematical Education in Science and Technology | en |
dc.title | Will learning to solve one-step equations pose a challenge to 8th grade students? | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1080/0020739x.2017.1293856 | en |
dc.subject.keywords | Mathematics and Numeracy Curriculum and Pedagogy | en |
dc.subject.keywords | Curriculum and Pedagogy Theory and Development | en |
dc.subject.keywords | Educational Psychology | en |
local.contributor.firstname | Bing | en |
local.contributor.firstname | Huy | en |
local.subject.for2008 | 130208 Mathematics and Numeracy Curriculum and Pedagogy | en |
local.subject.for2008 | 130202 Curriculum and Pedagogy Theory and Development | en |
local.subject.for2008 | 170103 Educational Psychology | en |
local.subject.seo2008 | 930101 Learner and Learning Achievement | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | en |
local.subject.seo2008 | 930201 Pedagogy | en |
local.profile.school | School of Education | en |
local.profile.school | School of Education | en |
local.profile.email | bngu@une.edu.au | en |
local.profile.email | hphan2@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20170607-194940 | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 876 | en |
local.format.endpage | 894 | en |
local.identifier.scopusid | 85014581024 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 48 | en |
local.identifier.issue | 6 | en |
local.contributor.lastname | Ngu | en |
local.contributor.lastname | Phan | en |
dc.identifier.staff | une-id:bngu | en |
dc.identifier.staff | une-id:hphan2 | en |
local.profile.orcid | 0000-0001-9623-2938 | en |
local.profile.orcid | 0000-0002-3066-4647 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:21514 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/21321 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Will learning to solve one-step equations pose a challenge to 8th grade students? | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Ngu, Bing | en |
local.search.author | Phan, Huy | en |
local.uneassociation | Unknown | en |
local.year.published | 2017 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/addd941e-da1b-4172-877f-cccfa6b3f6da | en |
local.subject.for2020 | 390109 Mathematics and numeracy curriculum and pedagogy | en |
local.subject.for2020 | 390102 Curriculum and pedagogy theory and development | en |
local.subject.for2020 | 520102 Educational psychology | en |
local.subject.seo2020 | 160302 Pedagogy | en |
Appears in Collections: | Journal Article School of Education |
Files in This Item:
File | Description | Size | Format |
---|
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.