Learning mathematics through algorithmic and creative reasoning |
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Institution: | 1. Department of Psychology, Umeå University, Sweden;2. Department of Mathematics and Mathematical Statistics, Umeå University, Sweden;3. Department of Science and Mathematics Education, Umeå University, Sweden;4. Umeå Mathematics Education Research Centre, Umeå University, Sweden;5. Department of Mathematics and Computer Science, Karlstad University, Sweden;6. The Centre of Science, Mathematics and Engineering Education Research, Karlstad University, Sweden |
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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. |
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Keywords: | Mathematical reasoning Reasoning Cognitive proficiency Memory retrieval |
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