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The Effects of Instructional Context and Reasoning Complexity on Mathematics Problem-Solving
ARTICLE

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Educational Technology Research and Development Volume 45, Number 3, ISSN 1042-1629

Abstract

The focus of this study was on the effects of relevance in instructional context and reasoning complexity on mathematics problem solving achievement, transfer, and attitude for fifth graders. Results suggest that rich mathematical instructional contexts best support mathematics problem-solving, but simple, decontextualized instruction yields the most favorable attitudes. (Author/LRW)

Citation

Choi, J.I. & Hannafin, M. (1997). The Effects of Instructional Context and Reasoning Complexity on Mathematics Problem-Solving. Educational Technology Research and Development, 45(3), 43-55. Retrieved January 28, 2020 from .

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