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Multiple Representation Instruction First versus Traditional Algorithmic Instruction First: Impact in Middle School Mathematics Classrooms
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Flores, Raymond; Koontz, Esther; Inan, Fethi A.; Alagic, Mara – Educational Studies in Mathematics, 2015
This study examined the impact of the order of two teaching approaches on students' abilities and on-task behaviors while learning how to solve percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching…
Descriptors: Middle Schools, Mathematics Instruction, Grade 7, Urban Schools
Examining Calculator Use among Students with and without Disabilities Educated with Different Mathematical Curricula
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Bouck, Emily C.; Joshi, Gauri S.; Johnson, Linley – Educational Studies in Mathematics, 2013
This study assessed if students with and without disabilities used calculators (fourfunction, scientific, or graphing) to solve mathematics assessment problems and whether using calculators improved their performance. Participants were sixth and seventh-grade students educated with either National Science Foundation (NSF)-funded or traditional…
Descriptors: Disabilities, Mathematics Curriculum, Calculators, Mathematics Instruction
An Experiment in Teaching Ratio and Proportion
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Adjiage, Robert; Pluvinage, Francois – Educational Studies in Mathematics, 2007
This paper summarizes our analysis of the complexity of ratio problems at Grades 6 and 7, and reports a two-year experiment related to the teaching and learning of rational numbers and proportionality in these grades. Two classes were followed and observed. Part of the teaching material was common to both classes, mainly the objectives and the…
Descriptors: Grade 6, Students, Instructional Materials, Numbers
A Schematic-Theoretic View of Problem Solving and Development of Algebraic Thinking
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Steele, Diana F.; Johanning, Debra I. – Educational Studies in Mathematics, 2004
This study explored the problem-solving schemas developed by 7th-grade pre-algebra students as they participated in a teaching experiment that was designed to help students develop effective schemas for solving algebraic problem situations involving contexts of (1) growth and change and (2) size and shape. This article describes the qualities and…
Descriptors: Algebra, Mathematics Instruction, Problem Solving, Grade 7
The Adidactic Interaction with the Procedures of Peers in the Transition from Arithmetic to Algebra: A "Milieu" for the Emergence of New Questions
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Sadovsky, Patricia; Sessa, Carmen – Educational Studies in Mathematics, 2005
The purpose of the present article is to give an account of the emergence of knowledge pertaining to the transition from arithmetic to algebra in the course of a debate in a grade 7 classroom. This debate follows two other instances of work: (1) the adidactic interaction between each student and a given problem, (2) the adidactic interaction of…
Descriptors: Arithmetic, Algebra, Transitional Programs, Grade 7
Focusing on Informal Strategies when Linking Arithmetic to Early Algebra
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Van Amerom, Barbara A. – Educational Studies in Mathematics, 2003
In early algebra students often struggle with equation solving. Modeled on Streefland's studies of students' own productions a prototype pre-algebra learning strand was designed which takes students' informal (arithmetical) strategies as a starting point for solving equations. In order to make available the skills and tools needed for manipulating…
Descriptors: Equations (Mathematics), Grade 6, Grade 7, Algebra