Analyzing the effects of mathematical discourse-based instruction on eleventh-grade students’ procedural and conceptual understanding of probability and statistics
Abstrak
Abstract This study utilized discourse-based instruction as an alternative method of instruction that emphasizes the teaching of mathematics by actively engaging students in mathematical discourse practices. A quasi-experimental study was employed to determine the effectiveness of mathematical discourse-based instruction in enhancing eleventh-grade students’ conceptual and procedural understanding of probability and statistics. A researcher-constructed test instrument was used for data collection from the experimental and control groups. The data analysis performed using the Kruskal-Wallis test showed that the experimental group outperformed the control groups in terms of conceptual and procedural knowledge. Furthermore, the results suggest that discourse-based instruction when appropriately designed and implemented can increase students’ understanding of mathematical topics.
Penulis (3)
Mekonnen Y. Legesse
K. Luneta
Tadele Ejigu
Akses Cepat
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Cek di sumber asli →- Tahun Terbit
- 2020
- Bahasa
- en
- Total Sitasi
- 34×
- Sumber Database
- Semantic Scholar
- DOI
- 10.1016/j.stueduc.2020.100918
- Akses
- Open Access ✓