Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning

Paper


Adeniji, Saidat Morenike and Baker, Penelope. 2022. "Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning." 44th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA44). Launceston, Australia 03 - 07 Jul 2022 Australia.
Paper/Presentation Title

Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning

Presentation TypePaper
AuthorsAdeniji, Saidat Morenike and Baker, Penelope
Journal or Proceedings TitleProceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA44)
Journal Citationpp. 58-65
Number of Pages8
Year2022
Place of PublicationAustralia
ISBN9781920846336
Web Address (URL) of Paperhttps://merga.net.au/common/Uploaded%20files/Annual%20Conference%20Proceedings/2022%20Annual%20Conference%20Proceedings/Research%20Papers/Adeniji%20RP%20MERGA44%202022.pdf
Web Address (URL) of Conference Proceedingshttps://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2022-Conference-Proceedings-.aspx
Conference/Event44th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA44)
Event Details
44th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA44)
Parent
Annual conference of the Mathematics Education Research Group of Australasia
Delivery
In person
Event Date
03 to end of 07 Jul 2022
Event Location
Launceston, Australia
AbstractThis article explores the effectiveness of the pedagogical practices associated with the cognitive load theory and the van Hiele theory, which are two theories from cognitivism and constructivism perspectives, respectively. Following a quasi-experiment, the quantitative analysis of 157 high school students’ responses to pre, post, and retention tests revealed that the students taught with the van Hiele teaching phases performed significantly better at the post and retention tests. While the cognitive load theory intervention bridges the gap between low and high ability students, the van Hiele teaching phases is beneficial to both low and high performing students. These results have implications for mathematics teaching practices and learning.
KeywordsVan Hiele teaching phases, cognitive load theory, maeningful mathematics learning, example-based instruction
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
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Byline AffiliationsUniversity of New England
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