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Download full textHwang, Stephen; Cai, Jinfa; Shih, Jeffrey; Moyer, John C.; Wang, Ning; Nie, Bikai – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
This paper explores how curriculum and classroom conceptual and procedural emphases affect the learning of algebra for students of color. Using data from a longitudinal study of the Connected Mathematics Program (CMP), we apply cross-sectional HLM to lend explanatory power to the longitudinal analysis afforded by Growth Curve Modeling that we have…
Descriptors: Longitudinal Studies, Algebra, Equal Education, Mathematics Curriculum
Cai, Jinfa – 1995
Open-ended tasks were used to examine gender differences in complex mathematical problem solving. The results of this study suggest that, overall, males perform better than females, but the gender differences vary from task to task. A qualitative analysis of student responses to those tasks with gender differences showed that male and female…
Descriptors: Cognitive Processes, Elementary School Students, Grade 6, Intermediate Grades
Cai, Jinfa; Hwang, Stephen – International Group for the Psychology of Mathematics Education, 2003
In a previous study, we posited a link between Chinese sixth grade students' problem solving and problem posing based on a pattern-formation strategy (Cai & Hwang, 2002). A similar parallel structure between problem solving and problem posing did not obtain for the U.S. sixth graders in the study. The present study attempts to locate this type of…
Descriptors: Problem Solving, Grade 7, Grade 6, Correlation
Cai, Jinfa – 1997
Cross-national studies in mathematics have consistently reported that U.S. students do not perform as well as Asian students on tasks requiring the application of mathematical knowledge and skills routinely learned in school. Recent studies have shown, however, that for tasks assessing relatively novel and complex problem solving, performance…
Descriptors: Comparative Education, Computation, Elementary School Mathematics, Foreign Countries
Cai, Jinfa; Moyer, John C. – 1995
This study used an open-ended problem-solving approach to teaching and assessing middle school students' understanding of the concept of arithmetic average. Three main results of this study show evidence of positive instructional impact on students' understanding of the concept of average: (1) the number of students who gave correct answers…
Descriptors: Cognitive Processes, Concept Formation, Grade 6, Grade 7
Cai, Jinfa; Moyer, John C.; Grochowski, Nancy J. – 1997
Two studies are reported that explore the effectiveness of instruction in promoting students' conceptual understanding of the average concept using a leveling model and an open-ended problem-solving approach. One teacher and her 46 sixth-grade students participated in the first study. One year later, the second study was conducted with the same…
Descriptors: Algorithms, College School Cooperation, Comprehension, Concept Formation
