Literaturnachweis - Detailanzeige
| Autor/inn/en | Fuchs, Lynn; Fuchs, Douglas; Seethaler, Pamela M.; Barnes, Marcia A. |
|---|---|
| Titel | Addressing the Role of Working Memory in Mathematical Word-Problem Solving When Designing Intervention for Struggling Learners |
| Quelle | (2019), (30 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| DOI | 10.1007/s11858-019-01070-8 |
| Schlagwörter | Short Term Memory; Mathematics Instruction; Word Problems (Mathematics); Problem Solving; Intervention; Learning Problems; Cognitive Processes; Learning Strategies; Capacity Building; Schemata (Cognition) |
| Abstract | The focus of this article is the well documented association between low working memory capacity and difficulty with mathematical word-problem solving. We begin by describing a model that specifies how various cognitive resources, including working memory, contribute to individual differences in word-problem solving and by then summarizing findings on the relation between working memory and word-problem solving. This sets the context for the article's main purpose and major section: to describe the findings of research studies that take one of two approaches for addressing the needs of students with low working memory within word-problem solving intervention. One approach focuses on "compensating" for working memory limitations; the other on "building" working memory capacity. We then suggest the need for research on integrating the two approaches by embedding working memory training within explicit word-problem solving intervention. [This is the in press version of an article published in "ZDM Mathematics Education."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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