Effects of Computer-Mediated versus Teacher-Mediated Instruction on the Mathematical Word Problem-Solving Performance of Third-Grade Students with Mathematical Difficulties

Autor/inn/en	Leh, Jayne M.; Jitendra, Asha K.
Titel	Effects of Computer-Mediated versus Teacher-Mediated Instruction on the Mathematical Word Problem-Solving Performance of Third-Grade Students with Mathematical Difficulties
Quelle	In: Learning Disability Quarterly, 36 (2013) 2, S.68-79 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948712461447
Schlagwörter	Instructional Effectiveness; Mathematics Achievement; At Risk Students; Achievement Tests; Problem Solving; Computer Managed Instruction; Word Problems (Mathematics); Tutoring; Scaffolding (Teaching Technique); Intermode Differences; Performance Based Assessment; Statistical Significance; Pretests Posttests; Control Groups; Experimental Groups; Teaching Methods; Grade 3; Learning Problems + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Problemlösen; Computer-assisted instruction; Computerunterstützter Unterricht; Textaufgabe; Förderkonzept; Nachhilfeunterricht; Leistungsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Lernproblem
Abstract	This study compared the effectiveness of computer-mediated instruction (CMI) and teacher-mediated instruction (TMI) on the word problem-solving performance of students struggling in mathematics. Both conditions integrated cognitive modeling that focused on the problem structure using visual representations with critical instructional elements specifically targeting the needs of at-risk students. Participants were 25 third-grade students with mathematics difficulties who were randomly assigned to either a TMI or a CMI condition. Results indicated no statistically significant between-condition differences at posttest and on a 4-week retention test of word problem-solving. Furthermore, there was no transfer of the word problem-solving skills to a school administered, standardized mathematics achievement test. Implications for educational practice are discussed. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10