Analyzing the effects of mathematical discourse-based instruction on eleventh-grade students’ procedural and conceptual understanding of probability and statistics

Mekonnen Legesse, Kakoma Luneta, Tadele Ejigu

Research output: Contribution to journalArticlepeer-review

15 Citations (Scopus)

Abstract

This study utilized discourse-based instruction as an alternative method of instruction that emphasizes the teaching of mathematics by actively engaging students in mathematical discourse practices. A quasi-experimental study was employed to determine the effectiveness of mathematical discourse-based instruction in enhancing eleventh-grade students’ conceptual and procedural understanding of probability and statistics. A researcher-constructed test instrument was used for data collection from the experimental and control groups. The data analysis performed using the Kruskal-Wallis test showed that the experimental group outperformed the control groups in terms of conceptual and procedural knowledge. Furthermore, the results suggest that discourse-based instruction when appropriately designed and implemented can increase students’ understanding of mathematical topics.

Original languageEnglish
Article number100918
JournalStudies in Educational Evaluation
Volume67
DOIs
Publication statusPublished - Dec 2020

Keywords

  • Conceptual understanding
  • Intervention
  • Mathematical discourse
  • Procedural fluency

ASJC Scopus subject areas

  • Education

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