Titlebook: Using Design Research and History to Tackle a Fundamental Problem with School Algebra; Sinan Kanbir,M. A. (Ken) Clements,Nerida F. Ellert

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Research Design and Methodology,on of students to two groups occurred, it was legitimate for null and research hypotheses to be formulated for the quantitative analyses, and those hypotheses are carefully defined in this chapter. One of the important challenges was to identify the population to which inferences would be made. Deta

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Quantitative Analyses of Data,rmance gains. Thus, after students had participated in both the workshops, their performances on both parts of the .—that is to say, on the questions concerning structure and on the questions concerning modeling—were much improved. Cohen’s . effect sizes for each set of workshops (the structure work

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Qualitative Analyses of Data,and Clements’s theory of receptive-expression modes of communication. For many of the students, there was evidence of “significant growth,” but for some, there was “no evidence.” Findings from these analyses complemented and supported findings from the quantitative analyses in Chapter .. Qualitative

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Answers to Research Questions, and Discussion,s have pointed to the success of both the structure and the modeling workshops. Initially, the seventh-grade participants had very little knowledge of the associative and distributive properties—they did not know the definitions, and could not apply the properties to numerical calculations. A simila

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Postscript: Framing Research Aimed at Improving School Algebra,l algebra to the point where not only will the students be able to generalize freely, but will also be able to apply the algebra that they learn. The first point made in the chapter is that ., because the six purposes of school algebra identified in the historical analysis presented in Chapter 2 of

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Book 2018ematics—why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. .The first unique feature is th

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2509-9736 .Features a foreword written by A. Eamonn Kelly, the world‘sIn this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school and secondary-school students find it difficult to le

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Identifying a Problem with School Algebra,dary-school students do not learn algebra well. And, the third perspective offers a set of principles which might begin to provide an answer to the fundamental problem. These principles were applied in an intervention study with seventh-grade students which is described in this book.

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Research Design and Methodology,potheses are carefully defined in this chapter. One of the important challenges was to identify the population to which inferences would be made. Details relating to the development of appropriate pencil-and-paper tests and an interview protocol are also given, as are details relating to the calculation of Cohen’s . effect sizes.

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ponsibility of the Narkompros RSFSR, the People’s Commissariat of Education of the newly established RSFSR (which comprised most of what was in 1923 to become the USSR); a scientific department was established as one of its seventeen departments.. On the other hand the organisations with a military