Students held positive dispositions toward the modified Moore approach, but low prior-ability students disliked it and struggled¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students' disposition on MLA was positive (2.99 of 4), with positive attitudes on the approach (3.04), small-group learning (3.08) and presentation tasks (3.09), and a neutral attitude on learning materials (2.75). → Maya and Sumarmo 2011 q2 i? Medium and high PMA students were pleased and reported gains, while low PMA students disliked the approach, could not follow the lesson, found exercises too difficult, and obtained less gain, though they felt assisted in small groups and liked presentations. → Maya and Sumarmo 2011 (2)

Evidence¶

Maya and Sumarmo 2011¶

Rippi Maya, Utari Sumarmo. (2011). Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach. IndoMS. J.M.E, Vol. 2 No. 2, pp. 231-250. https://eric.ed.gov/?id=EJ1078509

q2 · i? · causal · r1

Likert-model disposition scale of 16 statements administered in the experiment; descriptive means only, no inferential test. The authors concluded learning materials needed revision.

"Students disposition on MLA was classified as positive (2,99 of 4). According to its components, students’ positive attitude was on disposition on MLA (3,04 of 4); on learning in small group (3,08 of 4), on presentation task (3,09 of 4), while neutral attitude was on learning materials ( 2,75 of 4)"

Maya and Sumarmo 2011 (2)¶

Rippi Maya, Utari Sumarmo. (2011). Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach. IndoMS. J.M.E, Vol. 2 No. 2, pp. 231-250. https://eric.ed.gov/?id=EJ1078509

q2 · i? · causal · r1

Questionnaire responses reported in Findings item h; a self-reported subgroup contrast between medium/high and low PMA students, descriptive in nature with no statistics.

"students with low PMA stated to dislike, were less able to follow the lesson, and obtained less gain on MUA and MPA abilities, exercise tasks were too difficlut, and they needed some explanation about task had to be do ne"

Discussion¶

Related Claims¶

• Modified Moore learning approach and conventional teaching produced no significant difference in undergraduate mathematical understanding or proving ability in advanced abstract algebra — related
• Most experimental students held favorable attitudes toward the consciousness-raising task instruction, including many who overall disliked the method — related
• More MLA students reached medium/high understanding scores while conventional students did so more often on proving scores — related