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The purpose of this study is to investigate the effects of multiple representations-based instructions on 9th grade students¿ algebra performance, and attitudes toward mathematics compared to the conventional teaching. Moreover, it is aimed to find out how students use multiple representations in algebraic situations and in algebraic problem solving. This quasi-experimental study compares academic achievement of 31 students of the sample in the experimental group with 29 students of control group of the sample. For assessing algebra performance, two instruments, algebra achievement and conceptual algebra test were used. To assess students¿ attitudes towards mathematics, mathematics attitude scale was administered. Positive outcomes of the study include making ¿best practices¿ recommendations for the utilization of multiple representation based instruction in mathematics classes. Data accumulated in the study contributes to the body of evidence on the usefulness of multiple representation-based instruction practices and provides important information to school officials in the development of curricular.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.