Dynamic assessment of learning potential of Indian adolescents in algebra

The purpose of the present study was to use an alternate psychoeducational asssessment method to examine learning potential of Indian students in an academic domain, specifically Algebra . The study examined six Indian adolescents early In their Year Seven Mathematics . For the purpose of this study, the students were classified as achievers or non-achievers based on Canadian Test of Basic Skills (CTBS) grade equivalent scores, and Grade 7 Mathematics marks on the First Report Card . A cross-case analysis of verbal and nonverbal protocol data gathered from the six Indian achieving and non-achieving Grade Seven students, and reduced through use of a technique developed by Giorgi, yielded information regarding the subjects' internalization processes of algebraic concepts . Vygotsky's zone of proximal development methodology, which was employed in the study, permitted the researcher to investigate processes used by the students during learning, maintenance, and near and far transfer tasks . While verbal and nonverbal communication styles appeared to distinguish achieving from non-achieving students, those same traits did not seem to affect efficiency in problem solving as observed during the present study . Other characteristics such as language usage, questioning techniques, and risk taking were the traits which most clearly affected the students' problem solving skills .

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