Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
Source
| Cognition and Instruction | 1 |
| Hiroshima Journal of… | 1 |
| International Journal of… | 1 |
| Journal for Research in… | 1 |
| Learning and Instruction | 1 |
| Mathematics Education… | 1 |
Author
| Chinnappan, Mohan | 6 |
| Lawson, Michael J. | 3 |
| Brown, Christine | 1 |
| Ekanayake, Madduma B. | 1 |
| Lawson, Michael | 1 |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
Audience
Location
| Australia | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkChinnappan, Mohan; Ekanayake, Madduma B.; Brown, Christine – International Journal of Science and Mathematics Education, 2012
Within the domain of geometry, proof and proof development continues to be a problematic area for students. Battista (2007) suggested that the investigation of knowledge components that students bring to understanding and constructing geometry proofs could provide important insights into the above issue. This issue also features prominently in the…
Descriptors: Problem Solving, Geometric Concepts, Job Skills, Geometry
Peer reviewedChinnappan, Mohan; Lawson, Michael – Hiroshima Journal of Mathematics Education, 1996
Presents a framework for differentiating between five levels of extension of knowledge: basic features, forms, rules, application, and elaboration. Comparison of the extent of knowledge use exhibited by (n=14) Year-11 Australian students on a range of plane geometry problems found that high-achieving students exhibited greater extension of…
Descriptors: Cognitive Processes, Foreign Countries, High Schools, Plane Geometry
Peer reviewedChinnappan, Mohan – Mathematics Education Research Journal, 1998
Examines the nature of prior mathematical knowledge that facilitates the construction of useful problem representations in the domain of geometry. Indicates that high achievers build schemas that are qualitatively more sophisticated than low achievers, which in turn helps them construct representations that are conducive to understanding the…
Descriptors: Cognitive Development, Cognitive Structures, Geometry, High Schools
Peer reviewedLawson, Michael J.; Chinnappan, Mohan – Journal for Research in Mathematics Education, 2000
Examines the relationship between problem-solving performance and the quality of the organization of students' knowledge. Reports on findings on the extent to which content and connectedness indicators differentiated between groups of high-achieving and low-achieving Year 10 students undertaking geometry tasks. (Contains 29 references.)…
Descriptors: Evaluation, Geometry, Grade 10, High Schools
Peer reviewedChinnappan, Mohan; Lawson, Michael J. – Learning and Instruction, 1996
Two studies involving a total of 66 Australian high school students investigated the effects of training in the use of general strategies on the performance of high- and low-achieving students in trigonometry. The positive effects of management training were identified for both high- and low-achieving students. (SLD)
Descriptors: Foreign Countries, Geometry, High Achievement, High School Students
Peer reviewedLawson, Michael J.; Chinnappan, Mohan – Cognition and Instruction, 1994
The problem-solving performance of high-achieving (HA) and low-achieving (LA) 11th-grade students was compared during solution of geometry problems using a think-aloud procedure. Detailed analysis of problem-solving protocols indicated that HA students not only accessed a greater body of geometrical knowledge but also used that knowledge more…
Descriptors: Academic Achievement, Cognitive Processes, Comparative Analysis, Geometry
