| Title |
Impact of learning strategies instruction on students’ mathematical texts comprehension performance / |
| Authors |
Augustinienė, Aldona ; Simonaitienė, Berita |
| DOI |
10.15405/epsbs.2019.11.44 |
| Full Text |
|
| Is Part of |
ICEEPSY 2019: the European proceedings of social & behavioural sciences EpSBS: 10th international conference on education and educational psychology, 9-12 October, 2019, Barcelona, Spain / edited by P. Besedová, N. Heinrichová, J. Ondráková.. London : Future Academy. 2019, vol. 72, art. no. 44, p. 363-375.. ISSN 2357-1330 |
| Keywords [eng] |
learning strategies’ instruction ; mathematical texts comprehension ; impact of learning |
| Abstract [eng] |
Negative attitudes towards mathematics appear early and correlate with difficulties to comprehend tasks. Can the learning strategies instruction help students to develop better skills for comprehending mathematical texts? The research question was to define the extent of the impact of the instruction of learning strategies on the performance of the third grade primary school students who were taught mathematical texts’ comprehension. The purpose of this article was to establish the influence of the instruction of learning strategies on mathematical texts’ comprehension of the third grade primary school students. The results whether two factors – students’ cognitive abilities and their socio-economic status affected the performance of the mathematical texts’ comprehension. An experimental project with pre-test and post-test measurements was created. The experimental group consisted of 46 girls and boys, and the control group consisted of 59 girls and boys (9–10 years). The data analysis methods were descriptive, probability and multidimensional statistics. Statistically significant differences were not found in the analysis of average mathematical texts comprehension performance in the experimental group in comparison to control group (p < 0,05). The results of study revealed that purposeful teaching of students to apply a learning strategy is a factor that has very small effect. The mathematical literacy previously acquired by the students, their learning achievements are much more influential factors for the students' further progress. Those with higher achievements continue to progress, those with lower achievements lag behind. |
| Published |
London : Future Academy |
| Type |
Conference paper |
| Language |
English |
| Publication date |
2019 |
