Does (problem-based) practice always make proficient?

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Abstract

The current study compared the rate at which problem-based practice increased the use of retrieval-based strategies for students identified as displaying accurate min-counting with students identified as displaying almost proficient performance. The findings supported the prediction that the rate at which problem-based practice promoted retrieval use was lower for students in the accurate min-counting group; in fact, it had no effect on their retrieval development. Implications for teaching practice are discussed, in particular, the notion that such students may require exposure to different problem representations (e.g., visual imagery) to move them away from conceptualising addition as counting.
Original languageEnglish
Title of host publication40 Years On
Subtitle of host publicationWe Are Still Learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
EditorsAnn Downton, Sharyn Livy, Jennifer Hall
Place of PublicationAdelaide SA Australia
PublisherMathematics Education Research Group of Australasia
Pages317-324
Number of pages8
ISBN (Print)9781920846305
Publication statusPublished - 2017
EventAnnual conference of the Mathematics Education Research Group of Australasia 2017 - Monash University, Melbourne, Australia
Duration: 2 Jul 20176 Jul 2017
Conference number: 40th
https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx (Proceedings)

Conference

ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2017
Abbreviated titleMERGA 2017
CountryAustralia
CityMelbourne
Period2/07/176/07/17
Internet address

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