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- W3081352629 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." @default.
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- W3081352629 date "2020-12-01" @default.
- W3081352629 modified "2023-10-17" @default.
- W3081352629 title "Analyzing the effects of mathematical discourse-based instruction on eleventh-grade students’ procedural and conceptual understanding of probability and statistics" @default.
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- W3081352629 doi "https://doi.org/10.1016/j.stueduc.2020.100918" @default.
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