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https://hdl.handle.net/1959.11/26172
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Ngu, Bing Hiong | en |
dc.contributor.author | Yeung, Alexander Sheeshing | en |
dc.contributor.author | Phan, Huy P | en |
dc.contributor.author | Hong, Kian Sam | en |
dc.contributor.author | Usop, Hasbee | en |
dc.date.accessioned | 2018-12-11T05:01:27Z | - |
dc.date.available | 2018-12-11T05:01:27Z | - |
dc.date.issued | 2018-08-01 | - |
dc.identifier.citation | The Journal of Experimental Education, 86(3), p. 362-385 | en |
dc.identifier.issn | 1940-0683 | en |
dc.identifier.issn | 0022-0973 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/26172 | - |
dc.description.abstract | In an experiment, secondary students from Australia and Malaysia (n = 130) were randomly assigned to one of three approaches (equation, unitary, unitary-pictorial) to learn how to solve challenging percentage-change problems. In line with the differential types of cognitive load associated with the three approaches, the unitary-approach group outperformed both the unitary group and the equation group across Australia and Malaysia. In support of cross-cultural findings, the Malaysian students outperformed the Australian students for the equation approach but not the unitary approach nor the unitary-pictorial approach. The Australian students, in contrast, learned better with the unitary-pictorial approach. This study, overall, reveals the "gap" between the Asian and Western countries in the use of problem-solving approaches across different cultural settings. | en |
dc.language | en | en |
dc.publisher | Routledge | en |
dc.relation.ispartof | The Journal of Experimental Education | en |
dc.title | Learning to Solve Challenging Percentage-Change Problems: A Cross-Cultural Study From a Cognitive Load Perspective | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1080/00220973.2017.1347774 | en |
local.contributor.firstname | Bing Hiong | en |
local.contributor.firstname | Alexander Sheeshing | en |
local.contributor.firstname | Huy P | en |
local.contributor.firstname | Kian Sam | en |
local.contributor.firstname | Hasbee | en |
local.subject.for2008 | 130208 Mathematics and Numeracy Curriculum and Pedagogy | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | 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.grant.number | RE22778 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.publisher.place | United States of America | en |
local.format.startpage | 362 | en |
local.format.endpage | 385 | en |
local.identifier.scopusid | 85026529398 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 86 | en |
local.identifier.issue | 3 | en |
local.title.subtitle | A Cross-Cultural Study From a Cognitive Load Perspective | en |
local.contributor.lastname | Ngu | en |
local.contributor.lastname | Yeung | en |
local.contributor.lastname | Phan | en |
local.contributor.lastname | Hong | en |
local.contributor.lastname | Usop | 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.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:1959.11/26172 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Learning to Solve Challenging Percentage-Change Problems | en |
local.relation.fundingsourcenote | University of New England, School of Education Grants | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Ngu, Bing Hiong | en |
local.search.author | Yeung, Alexander Sheeshing | en |
local.search.author | Phan, Huy P | en |
local.search.author | Hong, Kian Sam | en |
local.search.author | Usop, Hasbee | en |
local.uneassociation | Unknown | en |
local.identifier.wosid | 000430732200003 | en |
local.year.published | 2018 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/58e463e7-f05c-4433-b1ac-65c1216106a0 | en |
local.subject.for2020 | 390109 Mathematics and numeracy curriculum and pedagogy | en |
local.subject.seo2020 | 160101 Early childhood education | en |
Appears in Collections: | Journal Article School of Education |
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