Název: Error-based activity applications in sixth grade fraction teaching
Zdrojový dokument: Studia paedagogica. 2024, roč. 29, č. 2, s. [33]-65
Rozsah
[33]-65
-
ISSN2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2024-2-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.80623
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This study aims to determine how the error-based activity (EBA) applications used in teaching fractions to sixth-grade students affect the academic achievement of the students, the perceived error climate in the classroom, student math anxiety levels, the permanence of the knowledge, and student views on the EBA applications. In the quantitative part of this research, a mixed-method study, a quasi-experimental design with a pretest-posttest control group was used to examine the effects of EBA applications on math achievement, math anxiety levels, classroom error climate, and permanence. A purposive sampling method was used to collect the quantitative data for the study. In the qualitative part of this research, a case study, semi-structured interviews were conducted with nine volunteers from the experimental group to determine the student views of EBA practices. Analyzing the data obtained showed that EBA had a positive effect on student success, positively affected the perceived error climate in the classroom, and effectively reduced student math anxiety levels and made the knowledge permanent. Apart from this, the results indicated that EBA applications positively affect students in terms of cognitive and affective aspects, increase the quality of teaching, and can be effective in different subjects and courses.
Reference
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[20] Durkin, K., & Rittle-Johnson, B. (2012). The effectiveness of using incorrect examples to support learning about decimal magnitude. Learning and Instruction, 22(3), 206–214. https://doi.org/10.1016/j.learninstruc.2011.11.001
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[22] Francome, T., & Hewitt, D. (2020). "My math lessons are all about learning from your mistakes": How mixed-attainment mathematics grouping affects the way students experience mathematics. Educational Review, 72(4), 475–494. https://doi.org/10.1080/00131911.2018.1513908
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