Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning

Saidat Adeniji; Penelope Baker

Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This article explores the effectiveness of the pedagogical practices associated with the cognitive load theory and the van Hiele theory, which are two theories from cognitivism and constructivism perspectives, respectively. Following a quasi-experiment, the quantitative analysis of 157 high school students' responses to pre, post, and retention tests revealed that the students taught with the van Hiele teaching phases performed significantly better at the post and retention tests. While the cognitive load theory intervention bridges the gap between low and high ability students, the van Hiele teaching phases is beneficial to both low and high performing students. These results have implications for mathematics teaching practices and learning.

Original language	English
Title of host publication	Mathematical Confluences and Journeys: Proceedings of the 44th Annual conference of Mathematics Education Research Group of Australasia
Editors	Noleine Fitzallen, Carol Murphy, Vesife Hatisaru, Nicole Maher
Place of Publication	Adelaide, Australia
Publisher	Mathematics Education Research Group of Australasia (MERGA)
Pages	58-65
ISBN (Print)	9781920846336
Publication status	Published - 2022
Event	MERGA 44: 44th Annual conference of Mathematics Education Research Group of Australasia - University of Tasmania, Launceston, Australia Duration: 3 Jul 2022 → 7 Jul 2022

Conference

Conference	MERGA 44: 44th Annual conference of Mathematics Education Research Group of Australasia
City	Launceston, Australia
Period	3/07/22 → 7/07/22

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Adeniji, S., & Baker, P. (2022). Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning. In N. Fitzallen, C. Murphy, V. Hatisaru, & N. Maher (Eds.), Mathematical Confluences and Journeys: Proceedings of the 44th Annual conference of Mathematics Education Research Group of Australasia (pp. 58-65). Mathematics Education Research Group of Australasia (MERGA). https://merga.net.au/common/Uploaded%20files/Annual%20Conference%20Proceedings/2022%20Annual%20Conference%20Proceedings/Research%20Papers/Adeniji%20RP%20MERGA44%202022.pdf

Adeniji, Saidat ; Baker, Penelope. / Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning. Mathematical Confluences and Journeys: Proceedings of the 44th Annual conference of Mathematics Education Research Group of Australasia. editor / Noleine Fitzallen ; Carol Murphy ; Vesife Hatisaru ; Nicole Maher. Adelaide, Australia : Mathematics Education Research Group of Australasia (MERGA), 2022. pp. 58-65

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abstract = "This article explores the effectiveness of the pedagogical practices associated with the cognitive load theory and the van Hiele theory, which are two theories from cognitivism and constructivism perspectives, respectively. Following a quasi-experiment, the quantitative analysis of 157 high school students' responses to pre, post, and retention tests revealed that the students taught with the van Hiele teaching phases performed significantly better at the post and retention tests. While the cognitive load theory intervention bridges the gap between low and high ability students, the van Hiele teaching phases is beneficial to both low and high performing students. These results have implications for mathematics teaching practices and learning.",

author = "Saidat Adeniji and Penelope Baker",

note = "Paper presented by Saidat Morenike Adeniji; MERGA 44: 44th Annual conference of Mathematics Education Research Group of Australasia ; Conference date: 03-07-2022 Through 07-07-2022",

year = "2022",

language = "English",

isbn = "9781920846336",

pages = "58--65",

editor = "Noleine Fitzallen and Carol Murphy and Vesife Hatisaru and Nicole Maher",

booktitle = "Mathematical Confluences and Journeys: Proceedings of the 44th Annual conference of Mathematics Education Research Group of Australasia",

publisher = "Mathematics Education Research Group of Australasia (MERGA)",

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Adeniji, S & Baker, P 2022, Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning. in N Fitzallen, C Murphy, V Hatisaru & N Maher (eds), Mathematical Confluences and Journeys: Proceedings of the 44th Annual conference of Mathematics Education Research Group of Australasia. Mathematics Education Research Group of Australasia (MERGA), Adelaide, Australia, pp. 58-65, MERGA 44: 44th Annual conference of Mathematics Education Research Group of Australasia, Launceston, Australia, 3/07/22. <https://merga.net.au/common/Uploaded%20files/Annual%20Conference%20Proceedings/2022%20Annual%20Conference%20Proceedings/Research%20Papers/Adeniji%20RP%20MERGA44%202022.pdf>

Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning. / Adeniji, Saidat; Baker, Penelope.
Mathematical Confluences and Journeys: Proceedings of the 44th Annual conference of Mathematics Education Research Group of Australasia. ed. / Noleine Fitzallen; Carol Murphy; Vesife Hatisaru; Nicole Maher. Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA), 2022. p. 58-65.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - This article explores the effectiveness of the pedagogical practices associated with the cognitive load theory and the van Hiele theory, which are two theories from cognitivism and constructivism perspectives, respectively. Following a quasi-experiment, the quantitative analysis of 157 high school students' responses to pre, post, and retention tests revealed that the students taught with the van Hiele teaching phases performed significantly better at the post and retention tests. While the cognitive load theory intervention bridges the gap between low and high ability students, the van Hiele teaching phases is beneficial to both low and high performing students. These results have implications for mathematics teaching practices and learning.

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Adeniji S, Baker P. Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning. In Fitzallen N, Murphy C, Hatisaru V, Maher N, editors, Mathematical Confluences and Journeys: Proceedings of the 44th Annual conference of Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA). 2022. p. 58-65

Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning

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