The Motivational and Academic Consequences of Elementary Mathematics Environments: Do Constructivist Innovations and Reforms Make a Difference?

By Daniel Thomas Hickey, Allison Moore, James W. Pellegrino. 2001

169 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ae4adf03befe6a6369df46df17a1ddb9c85a8c92

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Citations in the corpus

The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction (2013, methodology): “Constructivist instruction scale was adapted from the work of Hamilton et al. (2003), Mullis (2000), Newmann et al.”
Integrating Reform–Oriented Math Instruction in Special Education Settings (2007, background): “This finding suggests that teaching concepts for understanding does not always have to wait until all related procedural skills (e.g., algorithms) are mastered (Goldman, Hasselbring, & The Cognition & Technology Group at Vanderbilt, 1998; Hickey, Moore, & Pellegrino, 2001 ).”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, unknown): “Among these example programs only the Jasper series has gone beyond early stages of R&D. Evaluations of Jasper show effects on problem solving scores in the expected directions when teachers use the program consistent with developers’ recommendations (Hickey, Moore, & Pellegrino, 2003).”
Effects of Autonomy-Supportive Teaching on Student Learning and Motivation (2012, background): “Experimental and quasi-experimental studies have indicated that learning environments designed after these principles have the potential to foster students’ engagement, resulting in better learning results and favorable motivational development (eg, Hardy et al, 2006 ; Hickey, Moore, & Pellegrino, ”
Studying technology-based strategies for enhancing motivation in mathematics (2014, methodology): “Similarly, Hickey et al. (2001) showed that the use of The Adventures of Jasper Woodbury videodisc activity led to gains in students’ mathematics interest, although these gains appeared to result both from the technology as well as from teachers’ beliefs and instructional practices.”
Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement. (2010, background): “This finding is also consistent with results from some experimental studies which showed that constructivist instruction enhanced students’ interests (Guthrie et al., 2000; Hänze & Berger, 2007; Hickey et al., 2001) and subjective competence (Hickey et al.”
The Evolution of Research on Computer-Supported Collaborative Learning (2009, background): “Recent studies have described the kind of emotional and motivational experiences students have during computer-supported learning projects and have indicated that students with different socioemotional orientations interpret these novel instructional designs in ways which lead to different actual be”