caa a22 4500 463210026 CHVBK 20180405153137.0 cr unu---uuuuu 170326e20070301xx s 000 0 eng 10.1007/s11251-006-9004-3 doi (NATIONALLICENCE)springer-10.1007/s11251-006-9004-3 Heuristic literacy development and its relation to mathematical achievements of middle school students [Elektronische Daten] [Boris Koichu, Abraham Berman, Michael Moore] The relationships between heuristic literacy development and mathematical achievements of middle school students were explored during a 5-month classroom experiment in two 8th grade classes (N=37). By heuristic literacy we refer to an individual's capacity to use heuristic vocabulary in problem-solving discourse and to approach scholastic mathematical problems by using a variety of heuristics. During the experiment the heuristic constituent of curriculum-determined topics in algebra and geometry was gradually revealed and promoted by means of incorporating heuristic vocabulary in classroom discourse and seizing opportunities to use the same heuristics in different mathematical contexts. Students' heuristic literacy development was indicated by means of individual thinking-aloud interviews and their mathematical achievements - by means of the Scholastic Aptitude Test. We found that heuristic literacy development and changes in mathematical achievements are correlated yet distributed unequally among the students. In particular, the same students, who progressed with respect to SAT scores, progressed also with respect to their heuristic literacy. Those students, who were weaker with respect to SAT scores at the beginning of the intervention, demonstrated more significant progress regarding both measures. Springer Science+Business Media, Inc., 2006 classroom experiment nationallicence heuristics nationallicence heuristic literacy nationallicence mathematical problem solving nationallicence mathematical achievements nationallicence thinking-aloud interviews nationallicence Koichu Boris Department of Education in Technology and Science, Technion - Israel, Institute of Technology, 32000, Haifa, Israel aut Berman Abraham Department of Mathematics, Technion - Israel, Institute of Technology, 32000, Haifa, Israel aut Moore Michael Department of Education in Technology and Science, Technion - Israel, Institute of Technology, 32000, Haifa, Israel aut Instructional Science Kluwer Academic Publishers 35/2(2007-03-01), 99-139 0020-4277 35:2<99 2007 35 11251 https://doi.org/10.1007/s11251-006-9004-3 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-006-9004-3 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Koichu Boris Department of Education in Technology and Science, Technion - Israel, Institute of Technology, 32000, Haifa, Israel aut NATIONALLICENCE 700 1- Berman Abraham Department of Mathematics, Technion - Israel, Institute of Technology, 32000, Haifa, Israel aut NATIONALLICENCE 700 1- Moore Michael Department of Education in Technology and Science, Technion - Israel, Institute of Technology, 32000, Haifa, Israel aut NATIONALLICENCE 773 0- Instructional Science Kluwer Academic Publishers 35/2(2007-03-01), 99-139 0020-4277 35:2<99 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer