Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Pre-Algebraic Reasoning Instruction within Word-Problem Intervention

Autor/inn/en	Powell, Sarah R.; Berry, Katherine A.; Fall, Anna-Maria; Roberts, Greg; Fuchs, Lynn S.; Barnes, Marcia A.
Titel	Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Pre-Algebraic Reasoning Instruction within Word-Problem Intervention
Quelle	(2021), (48 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Powell, Sarah R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Word Problems (Mathematics); Mathematics Instruction; Problem Solving; Intervention; Teaching Methods; Algebra; Learning Problems; Thinking Skills; Schemata (Cognition); Comparative Analysis; Correlation; Visual Aids; Grade 3; Elementary School Students; Elementary School Teachers; Urban Schools; Evaluators; Pretests Posttests; Mathematics Tests; Outcomes of Education + Suchen Sie Ihr Suchwort? Textaufgabe; Mathematics lessons; Mathematikunterricht; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernproblem; Denkfähigkeit; Cognition; Schema; Kognition; Korrelation; Anschauungsmaterial; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg
Abstract	The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improves word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or one of two variants of word-problem intervention. The pre-algebraic reasoning component targeted relational understanding of the equal sign as well as standard and nonstandard equation solving. Intervention occurred for 16 weeks, 3 times per week, 30 min per session. Sequential mediation models revealed main effects, in which each intervention condition significantly and substantially outperformed the business-as-usual condition, corroborating prior research on the efficacy of schema word-problem intervention. Yet despite comparable effects on word-problem outcomes between the two word-problem conditions, the process by which effects accrued differed: An indirect path via equal-sign understanding and then equation solving was significant only for the word-problem intervention condition with embedded pre-algebraic reasoning instruction. Additionally, the effect of this condition on equal-sign reasoning was strong. Given the link between equal-sign reasoning for success with algebra and the importance of algebra for success with advanced mathematics, results suggest an advantage for embedding pre-algebraic reasoning instruction within word-problem intervention. [This paper was published in "Journal of Educational Psychology" v113 n5 p898-910 2021.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01