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Questions and Answers
Shift-problem lessons were more effective than conventional textbook lessons in improving students' mathematical levels.
False
Tell/show work was the most common activity in the conventional textbook lessons.
False
The shift-problem lessons led to a deeper understanding of mathematical concepts in seventh-grade students.
False
The quality of discussions was better in the conventional textbook lessons.
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Multilevel analyses showed significant differences in students' mathematical levels between the two conditions.
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Study Notes
Effectiveness of Shift-Problem Lessons
- Seventh-grade students engaged in shift-problem lessons on early algebra showed more and qualitatively better mathematical discussions compared to conventional textbook lessons.
- The most frequent activity observed in discussions was "tell/show work", which was of better quality in the shift-problem condition.
Areas for Improvement
- There is a need for improvement, as most activities involved telling and showing work, rather than deeper understanding and critical thinking.
- To enhance the quality of discussions, activities should be designed to encourage explaining, justifying, and reconstruction.
Impact on Students' Mathematical Levels
- Students' mathematical levels improved in both lesson conditions, however, multilevel analyses did not reveal significant differences between the two conditions.
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Description
A study compares shift-problem lessons to conventional textbook lessons for 7th-grade algebra students, analyzing the quality of mathematical discussions. The study highlights the importance of student activities in algebra lessons.
