Analysis of Learning Effects in Slow Learning Middle School Students by the Refinement of Algebraic Algorithms
This paper is a study on the improvement of classroom instructions for enhancing algebra learning in slow learning middle school students. Based on the study of Watson & De Geest(2012), the algebraic properties presented in textbooks have been detailed in the present study. Also, the aim was to...
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| Format: | Article |
| Language: | English |
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Korea Society of Educational Studies in Mathematics
2020-11-01
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| Series: | Journal of Educational Research in Mathematics |
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| Online Access: | http://journaleditor.inforang.com/journal/view.html?doi=10.29275/jerm.2020.11.30.4.797 |
| _version_ | 1818230929082023936 |
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| author | Jae-Geun Yoo |
| author_facet | Jae-Geun Yoo |
| author_sort | Jae-Geun Yoo |
| collection | DOAJ |
| description | This paper is a study on the improvement of classroom instructions for enhancing algebra learning in slow learning middle school students. Based on the study of Watson & De Geest(2012), the algebraic properties presented in textbooks have been detailed in the present study. Also, the aim was to verify the effect of each level when the detailed instructional data was put into a general class where students with different achievement levels were mixed. The effect of the detailed instructional treatment was quantitatively analyzed using the SPSS statistical tool, and a qualitative analysis was attempted based on the specific examples of answers written by students. In addition, post-test 1 and post-test 2 were performed to analyze the retention effect. As a result of the analysis, no difference in all the levels of the comparison group and the experimental group in post-test 1 was observed; however, in post-test 2, the algebraic achievement of the lower group of the test group was statistically significant, thereby confirming the retention effect. Moreover, there was no statistically significant difference in algebraic achievements above the middle group. As a result of the average comparison, it was confirmed that the refined instructional treatments had a positive effect on learners above the middle group. These findings provide pedagogical implications for a lesson plan that can be helpful to students of all levels with poor math skills in the mixed mathematics classroom. |
| first_indexed | 2024-12-12T10:42:18Z |
| format | Article |
| id | doaj.art-3f0fc8e471f8440cabe9af9ff8ad59fe |
| institution | Directory Open Access Journal |
| issn | 2288-7733 |
| language | English |
| last_indexed | 2024-12-12T10:42:18Z |
| publishDate | 2020-11-01 |
| publisher | Korea Society of Educational Studies in Mathematics |
| record_format | Article |
| series | Journal of Educational Research in Mathematics |
| spelling | doaj.art-3f0fc8e471f8440cabe9af9ff8ad59fe2022-12-22T00:27:01ZengKorea Society of Educational Studies in MathematicsJournal of Educational Research in Mathematics2288-77332020-11-0130479781910.29275/jerm.2020.11.30.4.797jerm.2020.11.30.4.797Analysis of Learning Effects in Slow Learning Middle School Students by the Refinement of Algebraic AlgorithmsJae-Geun Yoo0Teacher, Hongcheon middle school, South KoreaThis paper is a study on the improvement of classroom instructions for enhancing algebra learning in slow learning middle school students. Based on the study of Watson & De Geest(2012), the algebraic properties presented in textbooks have been detailed in the present study. Also, the aim was to verify the effect of each level when the detailed instructional data was put into a general class where students with different achievement levels were mixed. The effect of the detailed instructional treatment was quantitatively analyzed using the SPSS statistical tool, and a qualitative analysis was attempted based on the specific examples of answers written by students. In addition, post-test 1 and post-test 2 were performed to analyze the retention effect. As a result of the analysis, no difference in all the levels of the comparison group and the experimental group in post-test 1 was observed; however, in post-test 2, the algebraic achievement of the lower group of the test group was statistically significant, thereby confirming the retention effect. Moreover, there was no statistically significant difference in algebraic achievements above the middle group. As a result of the average comparison, it was confirmed that the refined instructional treatments had a positive effect on learners above the middle group. These findings provide pedagogical implications for a lesson plan that can be helpful to students of all levels with poor math skills in the mixed mathematics classroom.http://journaleditor.inforang.com/journal/view.html?doi=10.29275/jerm.2020.11.30.4.797instructional treatmentalgebraplas(previously low attainment students)refinementmicrotasksscaffolding |
| spellingShingle | Jae-Geun Yoo Analysis of Learning Effects in Slow Learning Middle School Students by the Refinement of Algebraic Algorithms Journal of Educational Research in Mathematics instructional treatment algebra plas(previously low attainment students) refinement microtasks scaffolding |
| title | Analysis of Learning Effects in Slow Learning Middle School Students by the Refinement of Algebraic Algorithms |
| title_full | Analysis of Learning Effects in Slow Learning Middle School Students by the Refinement of Algebraic Algorithms |
| title_fullStr | Analysis of Learning Effects in Slow Learning Middle School Students by the Refinement of Algebraic Algorithms |
| title_full_unstemmed | Analysis of Learning Effects in Slow Learning Middle School Students by the Refinement of Algebraic Algorithms |
| title_short | Analysis of Learning Effects in Slow Learning Middle School Students by the Refinement of Algebraic Algorithms |
| title_sort | analysis of learning effects in slow learning middle school students by the refinement of algebraic algorithms |
| topic | instructional treatment algebra plas(previously low attainment students) refinement microtasks scaffolding |
| url | http://journaleditor.inforang.com/journal/view.html?doi=10.29275/jerm.2020.11.30.4.797 |
| work_keys_str_mv | AT jaegeunyoo analysisoflearningeffectsinslowlearningmiddleschoolstudentsbytherefinementofalgebraicalgorithms |