Effects of Symbolic and Nonsymbolic Equal-Sign Intervention in Second-Grade Classrooms

Autor/inn/en	Chow, Jason C.; Wehby, Joseph H.
Titel	Effects of Symbolic and Nonsymbolic Equal-Sign Intervention in Second-Grade Classrooms
Quelle	In: Elementary School Journal, 119 (2019) 4, S.677-702 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Grade 2; Symbols (Mathematics); Elementary School Mathematics; Mathematics Instruction; Instructional Effectiveness; Intervention; Visual Aids; Elementary School Students; Language Skills + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Anschauungsmaterial; Language skill; Sprachkompetenz
Abstract	The purposes of this study were (a) to test the efficacy of whole-class equal-sign instruction, (b) to contrast the effects of symbolic and nonsymbolic instructional representation, (c) to determine whether visual representation compensated for language deficits, and (d) to evaluate maintenance of intervention. We randomly assigned 195 children from 21 second-grade classrooms to 3 conditions: symbolic intervention, nonsymbolic intervention, and business-as-usual control. Both active intervention conditions consisted of three 20-minute instructional lessons. The only distinction between the intervention conditions was problem representation (symbolic vs. nonsymbolic); verbal instruction remained consistent. Children in both instructional conditions outperformed children in the control condition on all outcome measures. Language ability moderated the symbolic intervention relative to control and nonsymbolic intervention, suggesting that nonsymbolic representation may compensate for language deficits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01