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Action research is implemented through students reflecting on their current learning situation, planning corrective instruction, and carrying out the plan based on evaluations. The research provides teachers a basis for the next instructional stage, emphasizing how prior learning influences the effectiveness of new learning in mathematics and offering concrete guidance for corrective instruction grounded in students’ reflections and action plans.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/differentiating-the-corrective-instruction-in-the-light-of-students-reflection-action-research-design-for-mathematics-instruction/588151/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/differentiating-the-corrective-instruction-in-the-light-of-students-reflection-action-research-design-for-mathematics-instruction/588151.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate regarding mathematics learning?","Question",{"text":112,"@type":113},"It investigates how students’ reflections on prior learning and their generated action plans can guide the design of corrective mathematics instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the action research process structured?",{"text":117,"@type":113},"The study proceeds in three steps: students reflect on their current situation related to prior mathematics learning, an action plan for corrective instruction is generated, and the action plan is implemented based on those evaluations.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is prior learning important for corrective instruction in mathematics?",{"text":121,"@type":113},"The study emphasizes that shortcomings in students’ prior learning can produce larger deficiencies over time, negatively affecting later concepts, so corrective instruction should start from what students already know.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588151,1792171677,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","DIFFERENTIATING THE CORRECTIVE INSTRUCTION IN THE  \nLIGHT OF STUDENTS’ REFLECTION  \nZerrin TOKER  \nAbstract: This study focuses on students’ reflections on their prior learning, action plans generated by them, and the corrective instructional design process. The concern that initiates the beginning of this action research is two folds: on the side of students, to maximize students benefit from corrective instruction and on the teacher’s side, being more aware of the students’ lack of knowledge regarding related concepts in mathematics. This action research study is performed in three steps: Students’ reflection on their current situation related to prior mathematics learning as abase for their prospective learning, a process for generating an action plan for corrective instruction and implementation of an action plan based on those evaluations. Besides, it aimed to give teachers a basis for the design of the next stage of instruction. The study’s significance of prior learning on the effectiveness of new learning in mathematics offers concrete suggestions on how to design corrective instruction in light of students’ reflections and action plans. For the theory of practice, both the process and the study results will provide valuable information for teaching mathematics.  \nKey words: Action research, design of instruction, mathematics education, prior learning, reflection  \n1. Introduction  \n1. 1. Students learning of mathematics and mathematics curriculum  \nStudents learn in a variety of different ways and have different interests. However, there are some common issues that students use while learning mathematics. One of them is to use their existing knowledge in new learning processes (Beane & Brodhagen, 2001; Beier & Ackerman, 2005; Gatewood, 1973; Wolfe & Goldman, 2005) . In other words, while learning new things, we construct this from prior learning (Baki, 2015) . When the new information is coinciding with learning schemes existing in our mind, constructing new learnings on those existing learning schemes becomes easier.  \nIt is not surprising that “from the known to the unknown principle” is the most well-known among the several learning theories; further, this is an essential element in the mathematical learning process as per developmental psychology principles. Conceptual learning, which has an important place in mathematical learning processes (Altun, 2001, Van de Walle, 2013), regards mathematics as “a network of interconnected concepts and ideas” (Baki, 2015, p.261) . Students’ success will be tremendous if they consider mathematics through its conceptual structure (Porter and Masingla, 2000) . The extent of the students’ networks of thought is established, linking prior knowledge and new knowledge.  \nThe mathematics curriculum has its structure and includes interconnections. Thus, mathematic learning is most closely associated with the concept of “helical structure,” as conceptual learning can be achieved by building on prior learning (Altun, 2001; Romberg, 2000; Sabean & Bavaria, 2005), and the intention is to make students construct new learning based on their prior (e.g., Baki, 2015; NCTM, 2000) . Fundamental shortcomings in the students’ prior learning lead to more significant deficiencies as time progresses and this, in turn, is a strong correlation with the program’s helical structure. In this respect, teachers are expected to regard deficiency of prior knowledge and skill accumulation.  \nThe learners’ understanding of fractions or the related procedural stages may affect other learning at that grade level or later, since the learning of fractions takes place in the program every year, with appropriate extensions. In the National Mathematics Program (MoNE, 2013; MoNE, 2017), the concept of “fraction” starts at the first-grade level or kindergarten with the concept of sharing and continues through to rational numbers at seventh grade. It can also be used frequently in other learning areas, such as length mea","cbCaikgm53TgrIH9","https://ap.wps.com/l/cbCaikgm53TgrIH9","pdf",500957,13,"English","# Introduction\n## Students learning of mathematics and mathematics curriculum\n## Differentiating the mathematics instruction","[{\"question\":\"What does the study investigate regarding mathematics learning?\",\"answer\":\"It investigates how students’ reflections on prior learning and their generated action plans can guide the design of corrective mathematics instruction.\"},{\"question\":\"How is the action research process structured?\",\"answer\":\"The study proceeds in three steps: students reflect on their current situation related to prior mathematics learning, an action plan for corrective instruction is generated, and the action plan is implemented based on those evaluations.\"},{\"question\":\"Why is prior learning important for corrective instruction in mathematics?\",\"answer\":\"The study emphasizes that shortcomings in students’ prior learning can produce larger deficiencies over time, negatively affecting later concepts, so corrective instruction should start from what students already know.\"}]","DIFFERENTIATING THE CORRECTIVE INSTRUCTION IN THE LIGHT OF STUDENTS’ REFLECTION - Action research design for mathematics instruction | PDF",1792064631,33]