Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26173
Title: Managing Element Interactivity in Equation Solving
Contributor(s): Ngu, Bing Hiong  (author)orcid ; Phan, Huy P  (author)orcid ; Yeung, Alexander Seeshing (author); Chung, Siu Fung (author)
Publication Date: 2018
DOI: 10.1007/s10648-016-9397-8
Handle Link: https://hdl.handle.net/1959.11/26173
Field of Research (FoR) 2008: 130202 Curriculum and Pedagogy Theory and Development
130208 Mathematics and Numeracy Curriculum and Pedagogy
130106 Secondary Education
Field of Research (FoR) 2020: 390102 Curriculum and pedagogy theory and development
390109 Mathematics and numeracy curriculum and pedagogy
390306 Secondary education
Socio-Economic Objective (SEO) 2008: 930101 Learner and Learning Achievement
930102 Learner and Learning Processes
930201 Pedagogy
Socio-Economic Objective (SEO) 2020: undefined
undefined
160302 Pedagogy
Abstract: Between two popular teaching methods (i.e., balance method vs. inverse method) for equation solving, the main difference occurs at the operational line (e.g., +2 on both sides vs. −2 becomes +2), whereby it alters the state of the equation and yet maintains its equality. Element interactivity occurs on both sides of the equation in the balance method, but only on one side in the case of the inverse method. Thus, the balance method imposes twice as many interacting elements as the inverse method for each operational line. In two experiments, secondary students were randomly assigned to either the balance method or the inverse method to learn how to solve one-step, two-step, and three-or-more-step linear equations. Test results indicated that the interaction between method and type of equation favored the inverse method for equations involving higher element interactivity. Hence, by managing element interactivity, the efficiency of instruction for equation solving can be improved.
Publication Type: Journal Article
Source of Publication: Educational Psychology Review, 30(1), p. 255-272
Publisher: Springer New York LLC
Place of Publication: United States of America
ISSN: 1040-726X
1573-336X
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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