Differentiated Instruction In Geometry Using Low Floor, High Ceiling Mathematical Tasks
This study investigated the effects of using Low Floor High Ceiling (LFHC) mathematical tasks on students’ conceptual understanding and procedural fluency in seventh-grade Geometry by closely examining pre-test and posttest results. Two intact classes composed of thirty-two grade 7 students in each...
محفوظ في:
| المؤلفون الرئيسيون: | , |
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| التنسيق: | text |
| منشور في: |
Archīum Ateneo
2024
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://archium.ateneo.edu/mathematics-faculty-pubs/287 https://archium.ateneo.edu/context/mathematics-faculty-pubs/article/1288/viewcontent/ICME_Paper.pdf |
| الوسوم: |
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| الملخص: | This study investigated the effects of using Low Floor High Ceiling (LFHC) mathematical tasks on students’ conceptual understanding and procedural fluency in seventh-grade Geometry by closely examining pre-test and posttest results. Two intact classes composed of thirty-two grade 7 students in each class participated in the study. The control group was taught and had practice using conventional, algorithmic tasks while the experimental group was taught and had practice using LFHC mathematical tasks. Data analysis revealed that, as compared to students exposed to algorithmic problems, students exposed to LFHC activities were much more mathematically proficient in Geometry, at the very least in terms of conceptual understanding and procedural fluency. |
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