Detail The impact of different teaching methods on students’ arithmetic and self-regulated learning skills(in The Educational Psychology in Practice Vol. 24, No. 3) Bibliografi Author: Samuelsson, Joakim Topik: Mathematics; Teaching Methods; Arithmetic Skills; Self-Regulated Learning Skills Bahasa: (EN )    Edisi: September 2008     Penerbit: Routledge Taylor & Francis Group     Tempat Terbit: New York    Tahun Terbit: 2008     Jenis: Article - diterbitkan di jurnal ilmiah internasional Fulltext: ContentServer.pdf (125.52KB; 6 download) Abstract The present study examines the effect of three different structured methods, traditional, independent and problem-solving, of teaching children arithmetic in the beginning of 7th grade in Sweden, age 13 years. The progress made by these students is presented by measures of their arithmetic ability, calculation and quantitative concept, as well as their self-regulated learning skills in mathematics, characterised as internal and instrumental motivation, selfconcept and anxiety. The results will be discussed with reference to a socio-cultural perspective. This study has a split-plot factorial design with time as within-subject and type of intervention as a between-subject factor. The results show that there are no significant differences between teaching methods when assessing arithmetic in total and calculation. Students’ progress in quantitative concepts is significantly better if teachers teach traditionally or with a problem-based curriculum. In order to develop aspects of self-regulating learning skills, the results show that pupils would benefit in a traditional or problem-solving curriculum. Problem-solving seems to be more effective than traditional and independent work for students’ internal motivation. Traditional work and problem-solving are more effective than independent work for students’ self-concept. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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