A Low-Inference Indicator of Lesson Structure in Mathematics.
AbstractHigh school geometry students were presented lessons with either a high degree of structure or a low degree of structure. Structure was defined in terms of the frequency with which concepts were repeated from one sentence to the next. After the lessons, students were tested for comprehension of the material covered and then they rated the lessons in terms of perceived effectiveness. Students presented the high-structure lesson achieved significantly higher and rated the lessons higher. These findings are discussed in relation to previous research on structure.