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Using Multiple Calibration Indices in Order to Capture the Complex Picture of What Affects Students' Accuracy of Feeling of Confidence
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Boekaerts, Monique; Rozendaal, Jeroen S. – Learning and Instruction, 2010
The present study used multiple calibration indices to capture the complex picture of fifth graders' calibration of feeling of confidence in mathematics. Specifically, the effects of gender, type of mathematical problem, instruction method, and time of measurement (before and after problem solving) on calibration skills were investigated. Fourteen…
Descriptors: Program Design, Problem Solving, Grade 5, Mathematics Instruction
Using Subjective Measures to Detect Variations of Intrinsic Cognitive Load within Problems
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Ayres, Paul – Learning and Instruction, 2006
Cognitive load theorists have frequently used subjective measures of cognitive load to test the effectiveness of instructional procedures. This study sought to broaden the applications of subjective measures by testing their ability to detect variations in intrinsic cognitive load within tasks. In two experiments students were asked to complete…
Descriptors: Cognitive Ability, Teaching Methods, Problem Solving, Computation
Mental Computation and Conceptual Understanding.
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Blote, Anke W.; Klein, Anton S.; Beishuizen, Meindert – Learning and Instruction, 2000
Assessed the strategic flexibility of students in mental arithmetic up to the number 100. Results from 60 Dutch second graders show that students' preference for certain mathematical procedures depend on the number characteristics of the problems, indicating that the students had a good conceptual understanding of numbers and procedures. Actual…
Descriptors: Comprehension, Elementary School Students, Foreign Countries, Mathematical Concepts
Fraction Calculation--A Didactic Approach to Constructing Mathematical Networks.
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Steiner, Gerhard F.; Stoecklin, Markus – Learning and Instruction, 1997
Thirty-eight sixth graders were trained in fraction calculation through progressive transformation dialectics (PT) whereas a control group of 38 was taught through a traditional mathematics education framework. The PT group, encouraged to form network-type knowledge representations, performed better on problems that required more than mere…
Descriptors: Cognitive Processes, Computation, Elementary School Students, Fractions
Mental Arithmetic and Strategy Use with Indirect Number Problems up to One Hundred.
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Beishuizen, M.; And Others – Learning and Instruction, 1997
Mental arithmetic strategies were studied with 91 Dutch third graders who computed by splitting off 10s and units in both numbers or counting by 10s up or down from the first unsplit number. Results reveal flexibility in changing between and within strategy use. Implications for instruction are discussed. (SLD)
Descriptors: Arithmetic, Cognitive Processes, Elementary Education, Elementary School Students