Raymond Flores | Texas Tech University (original) (raw)

Papers by Raymond Flores

Investigations in Mathematics Learning

ABSTRACT This study examined the effects of two teaching treatments [multiple-representation inst... more ABSTRACT This study examined the effects of two teaching treatments [multiple-representation instruction (MR) and traditional algorithmic instruction (TA)] on students’ performance on mathematics problems that integrated fractions, decimals, and percent. Using a 2 × 2 crossover design, the effect of the teaching treatments and their sequences on student performance were compared. Students in the MR/TA treatment sequence group received instruction in which multiple representations were integrated followed by traditional algorithmic instruction, and students in the TA/MR treatment sequence group received treatments in the reverse order. Participants included 89 seventh-grade students enrolled in a pre-algebra course in an urban middle school in the Midwestern United States. Results indicated gains in performance from both teaching treatments (MR and TA), however, statistically significant higher performance was found with the traditional algorithmic treatment. In terms of the order of teaching treatments, no significant performance difference was found.

Elapsed time is a mathematical concept which teaching and learning is situated at the logico-cogn... more Elapsed time is a mathematical concept which teaching and learning is situated at the logico-cognitive crossroads of the maturing of reasoning capabilities by infant learners and the correct development of mathematical computational skills (Piaget, Inhelder, Szeminkska, 1960). Similarly, preservice teachers in the field of mathematics have to cope with the mastery or reinforcement of the conceptual knowledge for teaching the discipline (Hill, Ball, Schilling (2000), and the procedural including the pedagogical expertise to better service American schools. This study analyzes how preservice teachers enrolled in college-based math methods program demonstrate two domains within pedagogical content knowledge applied to teaching elapsed time concepts via video assessments (Stigler, Gallimore & Hiebert, 2000) in the context of reform math methods course.

Journal of Interactive Learning Research

the purpose of this study was to explore effective ways to design guided practices within a web-b... more the purpose of this study was to explore effective ways to design guided practices within a web-based mathematics problem solving tutorial. specifically, this study examined student learning outcome differences between two support designs (e.g. adaptively faded and fixed). in the adaptively faded design, students were presented with problems in which learning tasks and support were individualized based on student proficiency on key component problem solving skills (i.e. text comprehension, problem categorization, problem representation, solution planning and execution, and self-evaluation). in the fixed support design, students were presented with fully worked examples irrespective of proficiency levels. the tutorial was implemented in high school mathematics courses at a small rural independent school district in the southwestern area of the United states. a total of 35 high school students were randomly assigned to one of two tutorial designs. data were obtained through questionnaires, surveys, student logs, and performance tests. Results indicated no significant differences in perceived mental effort and student achievement however, a significant difference was found in regard to tutorial study time.

This study explored the causes of the reverse modality effect when learning from multimedia instr... more This study explored the causes of the reverse modality effect when learning from multimedia instruction. Participants were randomly assigned to one of two groups (visual text or spoken text). The findings revealed a reverse modality effect wherein that those studying visual ...

Educational Studies in Mathematics, 2015

This study examined the impact of the order of two teaching approaches on students' abilities and... more This study examined the impact of the order of two teaching approaches on students' abilities and on-task behaviors while learning how to solve percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching approaches in reverse order. Participants included 43 seventh grade students from an urban middle school in Midwestern USA. Results indicated gains in knowledge from both treatment groups; however, the differences between groups were nonsignificant. Comparisons of effect size however, indicated larger growths in abilities to solve among students who received multiple representation instruction first. In addition, statistical differences between on-task behaviors were found in favor of the traditional algorithmic approach.

the purpose of this study was to explore effective ways to design guided practices within a web-b... more the purpose of this study was to explore effective ways to design guided practices within a web-based mathematics problem solving tutorial. specifically, this study examined student learning outcome differences between two support designs (e.g. adaptively faded and fixed). in the adaptively faded design, students were presented with problems in which learning tasks and support were individualized based on student proficiency on key component problem solving skills (i.e. text comprehension, problem categorization, problem representation, solution planning and execution, and self-evaluation). in the fixed support design, students were presented with fully worked examples irrespective of proficiency levels. the tutorial was implemented in high school mathematics courses at a small rural independent school district in the southwestern area of the United states. a total of 35 high school students were randomly assigned to one of two tutorial designs. data were obtained through questionnaires, surveys, student logs, and performance tests. Results indicated no significant differences in perceived mental effort and student achievement however, a significant difference was found in regard to tutorial study time.

Lecture Notes in Computer Science, 2012

In this study, we examined the effectiveness of an adaptive tutorial on college students' learnin... more In this study, we examined the effectiveness of an adaptive tutorial on college students' learning outcomes, mainly, learning performance, motivation, and study time. Two versions of the tutorial were developed; adaptive and non-adaptive. A total of 134 undergraduate students were randomly assigned to adaptive (n=74) or non-adaptive (n=60). Our results revealed that the adaptive group had a significantly higher knowledge gains than the non-adaptive group.

Investigations in Mathematics Learning

ABSTRACT This study examined the effects of two teaching treatments [multiple-representation inst... more ABSTRACT This study examined the effects of two teaching treatments [multiple-representation instruction (MR) and traditional algorithmic instruction (TA)] on students’ performance on mathematics problems that integrated fractions, decimals, and percent. Using a 2 × 2 crossover design, the effect of the teaching treatments and their sequences on student performance were compared. Students in the MR/TA treatment sequence group received instruction in which multiple representations were integrated followed by traditional algorithmic instruction, and students in the TA/MR treatment sequence group received treatments in the reverse order. Participants included 89 seventh-grade students enrolled in a pre-algebra course in an urban middle school in the Midwestern United States. Results indicated gains in performance from both teaching treatments (MR and TA), however, statistically significant higher performance was found with the traditional algorithmic treatment. In terms of the order of teaching treatments, no significant performance difference was found.

Elapsed time is a mathematical concept which teaching and learning is situated at the logico-cogn... more Elapsed time is a mathematical concept which teaching and learning is situated at the logico-cognitive crossroads of the maturing of reasoning capabilities by infant learners and the correct development of mathematical computational skills (Piaget, Inhelder, Szeminkska, 1960). Similarly, preservice teachers in the field of mathematics have to cope with the mastery or reinforcement of the conceptual knowledge for teaching the discipline (Hill, Ball, Schilling (2000), and the procedural including the pedagogical expertise to better service American schools. This study analyzes how preservice teachers enrolled in college-based math methods program demonstrate two domains within pedagogical content knowledge applied to teaching elapsed time concepts via video assessments (Stigler, Gallimore & Hiebert, 2000) in the context of reform math methods course.

Journal of Interactive Learning Research

the purpose of this study was to explore effective ways to design guided practices within a web-b... more the purpose of this study was to explore effective ways to design guided practices within a web-based mathematics problem solving tutorial. specifically, this study examined student learning outcome differences between two support designs (e.g. adaptively faded and fixed). in the adaptively faded design, students were presented with problems in which learning tasks and support were individualized based on student proficiency on key component problem solving skills (i.e. text comprehension, problem categorization, problem representation, solution planning and execution, and self-evaluation). in the fixed support design, students were presented with fully worked examples irrespective of proficiency levels. the tutorial was implemented in high school mathematics courses at a small rural independent school district in the southwestern area of the United states. a total of 35 high school students were randomly assigned to one of two tutorial designs. data were obtained through questionnaires, surveys, student logs, and performance tests. Results indicated no significant differences in perceived mental effort and student achievement however, a significant difference was found in regard to tutorial study time.

This study explored the causes of the reverse modality effect when learning from multimedia instr... more This study explored the causes of the reverse modality effect when learning from multimedia instruction. Participants were randomly assigned to one of two groups (visual text or spoken text). The findings revealed a reverse modality effect wherein that those studying visual ...

Educational Studies in Mathematics, 2015

This study examined the impact of the order of two teaching approaches on students' abilities and... more This study examined the impact of the order of two teaching approaches on students' abilities and on-task behaviors while learning how to solve percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching approaches in reverse order. Participants included 43 seventh grade students from an urban middle school in Midwestern USA. Results indicated gains in knowledge from both treatment groups; however, the differences between groups were nonsignificant. Comparisons of effect size however, indicated larger growths in abilities to solve among students who received multiple representation instruction first. In addition, statistical differences between on-task behaviors were found in favor of the traditional algorithmic approach.

the purpose of this study was to explore effective ways to design guided practices within a web-b... more the purpose of this study was to explore effective ways to design guided practices within a web-based mathematics problem solving tutorial. specifically, this study examined student learning outcome differences between two support designs (e.g. adaptively faded and fixed). in the adaptively faded design, students were presented with problems in which learning tasks and support were individualized based on student proficiency on key component problem solving skills (i.e. text comprehension, problem categorization, problem representation, solution planning and execution, and self-evaluation). in the fixed support design, students were presented with fully worked examples irrespective of proficiency levels. the tutorial was implemented in high school mathematics courses at a small rural independent school district in the southwestern area of the United states. a total of 35 high school students were randomly assigned to one of two tutorial designs. data were obtained through questionnaires, surveys, student logs, and performance tests. Results indicated no significant differences in perceived mental effort and student achievement however, a significant difference was found in regard to tutorial study time.

Lecture Notes in Computer Science, 2012

In this study, we examined the effectiveness of an adaptive tutorial on college students' learnin... more In this study, we examined the effectiveness of an adaptive tutorial on college students' learning outcomes, mainly, learning performance, motivation, and study time. Two versions of the tutorial were developed; adaptive and non-adaptive. A total of 134 undergraduate students were randomly assigned to adaptive (n=74) or non-adaptive (n=60). Our results revealed that the adaptive group had a significantly higher knowledge gains than the non-adaptive group.