Brief Reports: The Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment on Absolute Value Equations

1978 ◽  
Vol 9 (2) ◽  
pp. 152-154
Author(s):  
Phillip M. Eastman ◽  
Mohammed Salhab
Keyword(s):  
Individual Differences ◽  
Spatial Visualization ◽  
Absolute Value Equations ◽  
Absolute Value ◽  
Reasoning Abilities ◽  
Instructional Treatment ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Method Of Instruction

Aptitude treatment interaction (ATI) studies essentially deal with two related questions: Can we adapt instruction to patterns of individual differences among students? If so, for which students is a particular method of instruction most effective? The general ATI problem as advanced by Cronbach (1957) is well known (e.g., Becker, 1970), and no further discussion of it is presented here.

scholarly journals The Role of Aptitude Treatment Interaction Instructional Model with Task and Forced Instructional Strategy on Student Mathematical Reasoning Ability

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Serlina Serlina ◽  
Leonard Leonard
Keyword(s):  
Hypothesis Testing ◽  
Learning Strategies ◽  
Instructional Strategy ◽  
Mathematical Reasoning ◽  
Learning Model ◽  
Reasoning Ability ◽  
Average Value ◽  
Reasoning Abilities ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction

This research was conducted to determine the effect of aptitude-treatment interaction (ATI) instructional models with task and forced instructional strategy to mathematical reasoning abilities. Mathematical reasoning ability is an ability that belongs to the goals of national education, but its achievement is still fairly low. The method used in this study is a quasi-experimental method with a posttest-only research design. Sampling in this study using purposive sampling technique. The study sample consisted of 60 students divided into two classes (30 experimental classes and 30 control classes). This research was conducted in the school of SMK Perintis 1 Depok and SMK Fajar Depok. The experimental class uses aptitude-treatment interaction (ATI) learning model with task and forced learning strategies, while the control class uses conventional methods. The collected data is then analyzed using the calculation of chi-square test, Fisher test, and hypothesis testing. The results of the data analysis showed that the average value of students who learned using aptitude-treatment interaction (ATI) learning model with task and forced learning strategies was higher than the average value of students who learned using conventional methods. Based on the results of hypothesis testing shows that there is an influence of aptitude-treatment interaction (ATI) learning model with task learning strategies and forced on students' mathematical reasoning abilities.

scholarly journals Basisvorming voor iedereen?

Pedagogiek ◽  
2021 ◽  
Vol 41 (1) ◽  
pp. 101-124
Author(s):  
Jan Terwel
Keyword(s):  
Individual Differences ◽  
Central Question ◽  
The West ◽  
Content Type ◽  
Class Composition ◽  
Treatment Interaction ◽  
Individual Potential ◽  
The Common ◽  
Aptitude Treatment Interaction ◽  
High Standards

Abstract Individual differences and the common curriculum This article deals with the issue of individual differences and the common curriculum for 12-16 year old pupils. The central question is: is it possible to maintain high standards for all without reducing opportunities for brighter pupils to achieve educational results according to their individual potential? To answer this question, three research traditions are examined: research about the West-German comprehensive schools; research about class composition; research about effective teaching and Aptitude Treatment Interaction. The conclusion from this examination is that it is difficult to combine high standards for all and excellence for a few.

Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment in Quadratic Inequalities: A Follow-up Study

1975 ◽  
Vol 6 (3) ◽  
pp. 132-141
Author(s):  
Leland F. Webb ◽  
L. Ray Carry
Keyword(s):  
Learning Task ◽  
Spatial Visualization ◽  
Analytic Group ◽  
Treatment Groups ◽  
Reasoning Abilities ◽  
Instructional Treatment ◽  
Quadratic Inequalities ◽  
Group A ◽  
Criterion Variables

This study was the second in a series of investigations dealing with aptitude × treatment interactions using aptitude measures of spatial visualization and general reasoning and a learning task of quadratic inequalities. The purpose of the study was to replicate Carry's (1968) study and to extend the theoretical basis of the problem by analyzing the instructional treatments and criterion variables using a multiprocess theoretical model due to Melton (1967). 249 Ss were randomly assigned to one of two treatment groups: Group A, a verbal-symbolic numeric treatment; and Group G, a verbal-spatial-numeric treatment. The hypotheses were that spatial visualization would predict transfer from the analytic group and that general reasoning would predict transfer from the graphical group. When the results were analyzed using multiple linear regression, no interactions were found between any aptitude variable and the treatments

scholarly journals Implementing Class Wide Peer Tutoring to Enhance Students' Mathematical Reasoning Ability in Understanding Absolute Value Equations and Inequalities

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Ega Gradini ◽  
Firmansyah B ◽  
Septia Wahyuni ◽  
Meri Mailinda
Keyword(s):  
Peer Tutoring ◽  
Mathematical Reasoning ◽  
Reasoning Ability ◽  
Test Results ◽  
Absolute Value Equations ◽  
Absolute Value ◽  
Reasoning Abilities ◽  
Reasoning Test ◽  
Method Approach ◽  
Cluster Random Sampling

This article aims to determine the effectiveness of Class Wide Peer Tutoring (CWPT) implementation to improve students' mathematical reasoning abilities. This research is experimental research with a mixed-method approach. The research sample was determined through cluster random sampling. Data were collected through mathematical reasoning tests arranged according to indicators of mathematical reasoning ability. Data were analyzed using inferential statistics with the stages of normality, homogeneity, and hypothesis testing. The result shows that the implementation of CWPT enhances students' mathematical reasoning on Equations and Inequalities of an Absolute Value. Mathematical reasoning test results show that the 10th grader score of mathematical reasoning is 76.75 (Good). The indicator of mathematical reasoning that is the most difficult for students to master is "drawing logical conclusions" with the acquisition of a mathematical reasoning score of 35.81 (poor), while the easiest mastered by students is "Presenting mathematical statements or premises in writing, drawings or graphics" with mathematical reasoning score of 80.14 (Very Good). The students' mathematical reasoning ability on the indicator "compiling an analogy or explanation of the problem and its solution" is 74.09 (Good). The mathematical reasoning ability of students on the indicator "mathematical manipulation" is 42.10 (fair). Keywords: Mathematical Reasoning, Students’ ability, Class Wide Peer Tutoring

Brief Reports: Some Aspects of Individual Differences in Mathematics Instruction

1979 ◽  
Vol 10 (5) ◽  
pp. 359-363
Author(s):  
Hendrik Radatz
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Mathematics Education ◽  
Learning Process ◽  
Social Factors ◽  
Demographic Characteristics ◽  
Situation Specificity ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Research In Mathematics Education

For some years individual differences in learners and teachers have played an important part in educational research in general and especially in research in mathematics education. There are a multitude of studies on the importance of abilities, demographic characteristics, and various cognitive, affective, and social factors to the learning of mathematics or, more precisely, to achievement in mathematics. Three developments in particular seem to have increased interest in individual differences: information-processing psychology. aptitude-treatment-interaction (ATI) research. and an increased awareness of the content- and situation-specificity of the learning process.

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