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dc.contributor.advisorBooth, Julie L.
dc.creatorDoherty, Christina Barbieri
dc.date.accessioned2020-11-03T16:23:52Z
dc.date.available2020-11-03T16:23:52Z
dc.date.issued2015
dc.identifier.other958157372
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2793
dc.description.abstractThe current study assessed an error reflection intervention on Algebra I students’ conceptual and procedural knowledge and sense of belonging to mathematics. Also of interest was whether perceptions of the functionality of errors mediated the effect of condition on learning and sense of belonging to mathematics. Middle school students (N = 207) were randomly assigned within classroom to one of four conditions: 1) a Problem-Solving Control group, 2) a Correct Examples Control group, 3) a Correct Examples Error Reflection condition that promoted reflection on hypothetical errors through self-explanation prompts, or 4) an Incorrect Examples Error Reflection condition that promoted reflection on displayed errors within the example through self-explanation prompts. Conceptual and procedural knowledge, sense of belonging to mathematics and perceived functionality of errors were measured pre- and post-intervention. After controlling for unanticipated clustering effects, results suggest that reflecting on and explaining errors within a worked examples intervention is just as effective at promoting learning as traditional problem solving alone or working with traditional correct worked examples and written self-explanation prompts. Students’ sense of belonging to mathematics or perceived functionality of errors for learning were high at the start of the study and remained so throughout the intervention. Perceptions of the functionality of errors were unrelated to learning and sense of belonging to mathematics. The limited size of the minority population in the sample did not allow for exploration of differential effects of condition for underrepresented minority (URM) students. However, these students reported lower feelings of belonging to mathematics than non-URM students. Implications for theory and practice are discussed.
dc.format.extent221 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Psychology
dc.subjectAlgebra Learning
dc.subjectError Reflection
dc.subjectIncorrect Worked Examples
dc.subjectLearning From Errors
dc.subjectPerceived Functionality of Errors
dc.subjectSense of Belonging
dc.titleTHE EFFECTS OF ERROR REFLECTION AND PERCEIVED FUNCTIONALITY OF ERRORS ON MIDDLE SCHOOL STUDENTS’ ALGEBRA LEARNING AND SENSE OF BELONGING TO MATHEMATICS
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberByrnes, James P.
dc.contributor.committeememberCromley, Jennifer
dc.contributor.committeememberNewton, Kristie Jones, 1973-
dc.contributor.committeememberSchmitz, Mark F.
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2775
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-03T16:23:52Z


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