Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6843343 | The Journal of Mathematical Behavior | 2014 | 13 Pages |
Abstract
There are extensive concerns pertaining to the idea that students do not develop sufficient mathematical competence. This problem is at least partially related to the teaching of procedure-based learning. Although better teaching methods are proposed, there are very limited research insights as to why some methods work better than others, and the conditions under which these methods are applied. The present paper evaluates a model based on students' own creation of knowledge, denoted creative mathematically founded reasoning (CMR), and compare this to a procedure-based model of teaching that is similar to what is commonly found in schools, denoted algorithmic reasoning (AR). In the present study, CMR was found to outperform AR. It was also found cognitive proficiency was significantly associated to test task performance. However the analysis also showed that the effect was more pronounced for the AR group.
Related Topics
Physical Sciences and Engineering
Mathematics
Applied Mathematics
Authors
Bert Jonsson, Mathias Norqvist, Yvonne Liljekvist, Johan Lithner,