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 language | English |
|---|---|
| Title of host publication | 2012 Annual Meeting of the American Educational Research Association |
| Subtitle of host publication | non satis scire : to know is not enough : proceedings |
| Place of Publication | Washington, DC |
| Publisher | American Educational Research Association |
| Pages | 3-15 |
| Number of pages | 13 |
| Publication status | Published - 2012 |
| Externally published | Yes |
| Event | American Educational Research Association : Annual meeting of the American Educational Research Association - Vancouver, Canada Duration: 13 Apr 2012 → 16 Apr 2012 http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2012-Annual-Meeting |
Conference
| Conference | American Educational Research Association |
|---|---|
| Country/Territory | Canada |
| City | Vancouver |
| Period | 13/04/12 → 16/04/12 |
| Internet address |