Challenges in Educational Reform: An Experiment on Active Learning in Mathematics
By S. Berlinski, Matias Busso. 2015
50 citations recorded by the source corpus.
This paper reports the results of an experiment with secondary school students designed to improve their ability to reason, argument, and communicate using mathematics. These goals are at the core of many educational reforms. A structured pedagogical intervention was created that fostered a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Students in the control group learned significantly more than those who received treatment. A framework to interpret this result is provided in which learning is the result of student-teacher interaction. The quality of such interaction deteriorated during the intervention.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/31ca55bf09009676d20e2028edc36cc2fdf2ae0c
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Citations in the corpus
- Teacher Professional Development around the World: The Gap between Evidence and Practice (2018, background): “…impact on teacher knowledge, teaching practices, or student learning outcomes (Loyalka et al. 2019), and a program that trained teachers to engage their middle school math students more actively in learning in Costa Rica resulted in worse learning outcomes for students (Berlinski and Busso 2017).”
- What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls (2019, unknown): “For example, Berlinski et al. (2016) tested the effects of four interventions or treatment arms: (1) an active learning approach to the teaching of math, (2) an active learning approach plus an interactive white board, (3) an active learning approach plus a computer lab, and (4) an active learning a”