Discourse-based mathematics instruction on Grade 11 learners’ mathematical proficiency in algebra topics

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
K. Luneta, Mekonnen Y. Legesse
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引用次数: 0

Abstract

School algebra serves as the language of mathematics and a foundational subject for learning advanced mathematics courses. This makes developing learners’ proficiency in algebra the most desirable instructional goal of school mathematics. Despite having such importance emphasis, however, studies indicate that the vast majority of learners are characterised by inadequate mathematics proficiency levels in general and in the algebra syllabus topics in particular. Consequently, this quasi-experimental study attempted to investigate the efficacy of using discourse-based instruction as an instructional approach to developing proficiency in algebra unit topics. One hundred and six (N = 106) Grade 11 learners participated in the study and were randomly grouped into an experimental group (n = 52) and a control group (n = 54). Using a test instrument that consisted of 24 Rasch-validated items, both pre-test and post-test data were collected from both groups under similar conditions. The Mann-Whitney U statistical analysis of the pre-test data revealed no significant difference between the control and experimental groups. The Mann-Whitney U analysis performed on the post-test data demonstrated that the experimental group scored significantly higher in the post-test scores when compared to the control group after the intervention. The study findings provided evidence of the efficacy of discourse-based instruction over teacher-centred instruction for developing learners’ algebra proficiency.Contribution: The study has contributed to the conceptual and practical understanding of how discourse-based instruction can be used to concretise learners’ proficiency in basic algebra.
基于语篇的数学教学对11年级学生代数主题数学能力的影响
学校代数是数学的语言,是学习高等数学课程的基础学科。这使得培养学生对代数的熟练程度成为学校数学最理想的教学目标。然而,尽管有如此重要的强调,研究表明,绝大多数学习者的特点是数学水平普遍不足,特别是代数教学大纲的主题。因此,这个准实验研究试图调查使用基于话语的教学方法作为培养代数单元主题熟练程度的教学方法的有效性。106名11年级学生参加了本研究,随机分为实验组(N = 52)和对照组(N = 54)。使用由24个rasch验证项目组成的测试仪器,在相似的条件下收集两组的测试前和测试后数据。Mann-Whitney U对测试前数据的统计分析显示,对照组和实验组之间没有显著差异。对后测数据进行的Mann-Whitney U分析表明,实验组在干预后的后测得分明显高于对照组。研究结果提供证据,证明以话语为基础的教学比以教师为中心的教学更有效地发展学习者的代数能力。贡献:该研究有助于从概念上和实践上理解基于话语的教学如何被用来具体化学习者对基本代数的熟练程度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
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