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Direct linkSchukajlow, Stanislaw; Krug, André; Rakoczy, Katrin – Educational Studies in Mathematics, 2015
Prompting students to construct multiple solutions for modelling problems with vague conditions has been found to be an effective way to improve students' performance on interest-oriented measures. In the current study, we investigated the influence of this teaching element on students' performance. To assess the impact of prompting multiple…
Descriptors: Prompting, Mathematics Instruction, Grade 9, Experimental Groups
Eickelmann, Birgit; Gerick, Julia; Koop, Christian – Education and Information Technologies, 2017
By means of an international comparison, the research presented in the article aims to identify supporting and hindering school level factors for the use of ICT in secondary school mathematics lessons. The relationship between ICT use and the performance of Grade 9 students in mathematics is examined and further integrated into a multi-level model…
Descriptors: Computer Uses in Education, Mathematics Instruction, Mathematics Achievement, Secondary School Mathematics
Jurkowski, Susanne; Hänze, Martin – European Journal of Psychology of Education, 2017
Students' individual learning is supposed to be based on cognitive and social processes. Therefore, students' social skills are assumed to play an important role for school performance. This study set out to investigate the links between students' peer relations skills and assertion skills and their grades for written performances and oral…
Descriptors: Foreign Countries, Secondary School Students, Grade 9, Interpersonal Competence
Schukajlow, Stanislaw; Krug, André – Journal for Research in Mathematics Education, 2014
Encouraging students to develop multiple solutions for given problems is an important way to improve mathematical knowledge. However, the influence of this teaching element on students' interest-related motivational orientations is an open question. In this article, we report the results of an experimental study (N = 145) that was carried out to…
Descriptors: Mathematics Instruction, Problem Solving, Prompting, Relevance (Education)
Harks, Birgit; Rakoczy, Katrin; Hattie, John; Besser, Michael; Klieme, Eckhard – Educational Psychology, 2014
The impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest and self-evaluation was compared -- with a particular focus on the mediating role of feedback's perceived usefulness. Participants, 146 ninth graders (aged 14 to 17?years), were assigned to either a process-oriented or a…
Descriptors: Feedback (Response), Self Evaluation (Individuals), Mathematics Achievement, Grade 9
