The impact of proof presentation format and a process writing environment on the ability of grade seven students to construct proof (Record no. 20000)

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fixed length control field 02469nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210121253.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Halawi, Louma Khaled
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The impact of proof presentation format and a process writing environment on the ability of grade seven students to construct proof
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 127 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This study aimed to compare the effect of using different presentation formats of writing geometric proof on students’ proof construction ability. The students were in grade 7 and their distribution into three sections was predetermined by the school. The design of the study followed a quasi-experimental one in intact classes of 52 students. The study followed a Posttest with Nonequivalent Groups Design. The treatment lasted 2 weeks and following, a test was administered to assess students’ proof construction ability as measured by their level of reasoning. The Structure of the Learned Outcomes (SOLO) was used to define and measure student level of reasoning. One section received instruction in using the paragraph format in proof, another section in using the two-column format, and the third section in using the free format, all within a process writing environment. No significant differences were found between the level of reasoning of the two-column format group and the paragraph format group. There was a significant difference between the paragraph format group and the free format and between the two-column format and the free format. Moreover, the qualitative analysis showed differences between the free format group and the other two in student level of reasoning. The results of the study suggest that structure may be necessary in the writing of proof specifically for students who are being introduced to proof for the first time.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle moyen L’enseignement de la Langue Anglaise Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intermediate Education English Language Education Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة المتوسطة تعليم اللغة الانكليزية طرق التعليم تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102299">http://search.shamaa.org/FullRecord?ID=102299</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
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