تقرير
Analyzing the Word-Problem Performance and Strategies of Students Experiencing Mathematics Difficulty
| العنوان: | Analyzing the Word-Problem Performance and Strategies of Students Experiencing Mathematics Difficulty |
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| اللغة: | English |
| المؤلفون: | Powell, Sarah R., Berry, Katherine A., Benz, Sarah A. |
| المصدر: | Grantee Submission. 2020. |
| Peer Reviewed: | Y |
| Page Count: | 50 |
| تاريخ النشر: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A150078 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education |
| Descriptors: | Grade 3, Elementary School Students, Mathematics Instruction, Elementary School Mathematics, Word Problems (Mathematics), Intervention, Mathematics Skills, Program Effectiveness, Mathematics Achievement, Learning Problems, Learning Activities, Instructional Materials |
| DOI: | 10.1016/j.jmathb.2020.100759 |
| مستخلص: | The purpose of this study was to examine the word-problem performance and strategies utilized by 3rd-grade students experiencing mathematics difficulty (MD). We assessed the efficacy of a word-problem intervention and compared the word-problem performance of students with MD who received intervention (n=51) to students with MD who received general education classroom word-problem instruction (n=60). Intervention occurred for 16 weeks, 3 times per week, 30 min per session and focused on helping students understand the schemas of word problems. Results demonstrated that students with MD who received the word-problem intervention outperformed students with MD who received general education classroom word-problem instruction. We also analyzed the word-problem strategies of 30 randomly-selected students from the study to understand how students set up and solve word problems. Students who received intervention demonstrated more sophisticated word-problem strategies than students who only received general education classroom word-problem instruction. Findings suggest students with MD benefit from use of meta-cognitive strategies and explicit schema instruction to solve word problems. [This paper was published in "Journal of Mathematical Behavior" v58 Article 100759 2020.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| رقم الأكسشن: | ED612587 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.1016/j.jmathb.2020.100759 |
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