Analyzing the Word-Problem Performance and Strategies of Students Experiencing Mathematics Difficulty

Autor/inn/en	Powell, Sarah R.; Berry, Katherine A.; Benz, Sarah A.
Titel	Analyzing the Word-Problem Performance and Strategies of Students Experiencing Mathematics Difficulty
Quelle	(2020), (50 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	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 + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Textaufgabe; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Lernproblem; Lernaktivität; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	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.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01