When students can choose their practice (exploration of practice formats in context of high school geometry).

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

Abstract

This experiment investigated the effects of different practice formats on high school students’ performance in geometry. Participants were pre-tested on six geometry subtopics. Afterward, a deliberate practice group was presented with geometry problems targeting their weak areas, while a self-choice group was choosing their practice problems from the same booklet. Feedback on each of the solutions was provided to both groups. Findings indicate that the benefits of the practice format are conditional upon the learners level of prior knowledge; and depending on this level one or the other format should be recommended. The instructional implications and directions for future research are discussed from a deliberate practice and expertise development perspectives.
Original languageEnglish
Title of host publication2012 Annual Meeting of the American Educational Research Association
Subtitle of host publicationnon satis scire : to know is not enough : proceedings
Place of PublicationWashington, DC
PublisherAmerican Educational Research Association
Pages3-15
Number of pages13
Publication statusPublished - 2012
Externally publishedYes
EventAmerican Educational Research Association : Annual meeting of the American Educational Research Association - Vancouver, Canada
Duration: 13 Apr 201216 Apr 2012
http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2012-Annual-Meeting

Conference

ConferenceAmerican Educational Research Association
CountryCanada
CityVancouver
Period13/04/1216/04/12
Internet address

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    Pachman, M. (2012). When students can choose their practice (exploration of practice formats in context of high school geometry). In 2012 Annual Meeting of the American Educational Research Association: non satis scire : to know is not enough : proceedings (pp. 3-15). Washington, DC: American Educational Research Association.