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 Type | Paper |
| Authors | Adeniji, Saidat Morenike and Baker, Penelope |
| Journal or Proceedings Title | Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA44) |
| Journal Citation | pp. 58-65 |
| Number of Pages | 8 |
| Year | 2022 |
| Place of Publication | Australia |
| ISBN | 9781920846336 |
| Web Address (URL) of Paper | https://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 Proceedings | https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2022-Conference-Proceedings-.aspx |
| Conference/Event | 44th 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 |
| Abstract | This 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. |
| Keywords | Van Hiele teaching phases, cognitive load theory, maeningful mathematics learning, example-based instruction |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 390109. Mathematics and numeracy curriculum and pedagogy |
| Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
| Byline Affiliations | University of New England |
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