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Direct linkLiu, Qimeng; Liu, Jian; Cai, Jinfa; Zhang, Zhikun – Educational Studies in Mathematics, 2020
This study explored 1634 Chinese eighth-grade students' domain- and task-specific self-efficacy and its relationship to their problem-posing performance. In particular, the linear regression model, generalized additive model (GAM), and piecewise regression model (PRM) were used to detail the linear and non-linear relationships between these…
Descriptors: Self Efficacy, Problem Solving, Mathematics Instruction, Mathematics Achievement
Ni, Yujing; Zhou, De-Hui Ruth; Cai, Jinfa; Li, Xiaoqing; Li, Qiong; Sun, Iris X. – Journal of Educational Research, 2018
This study investigated the relationship between three cognitive features of mathematical instruction tasks (high cognitive demand, multiple representations, and multiple solution methods) and student learning outcomes among 1,779 students from 30 Chinese fifth-grade classrooms using a new mathematics curriculum. Measures of mathematics learning…
Descriptors: Outcomes of Education, Correlation, Mathematics Instruction, Cognitive Ability
Download full textCai, Jinfa; Hwang, Stephen – International Group for the Psychology of Mathematics Education, 2003
In a previous study, we posited a link between Chinese sixth grade students' problem solving and problem posing based on a pattern-formation strategy (Cai & Hwang, 2002). A similar parallel structure between problem solving and problem posing did not obtain for the U.S. sixth graders in the study. The present study attempts to locate this type of…
Descriptors: Problem Solving, Grade 7, Grade 6, Correlation
