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
    Country/TerritoryAustralia
    CityMelbourne
    Period2/07/176/07/17
    Internet address

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