Analyzing the effects of mathematical discourse-based instruction on eleventh-grade students’ procedural and conceptual understanding of probability and statistics |
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Institution: | 1. Department of Mathematics, College of Science, Bahir Dar University, Ethiopia;2. Department of Childhood Education, University of Johannesburg, South Africa |
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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. |
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Keywords: | Mathematical discourse Procedural fluency Conceptual understanding Intervention |
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