The Effect of Tutoring with Nonstandard Equations for Students with Mathematics Difficulty

Autor/inn/en	Powell, Sarah R.; Driver, Melissa K.; Julian, Tyler E.
Titel	The Effect of Tutoring with Nonstandard Equations for Students with Mathematics Difficulty
Quelle	In: Journal of Learning Disabilities, 48 (2015) 5, S.523-534 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413512613
Schlagwörter	Mathematics Instruction; Tutoring; Equations (Mathematics); Mathematical Concepts; Misconceptions; Problem Solving; Grade 2; Elementary School Students; Symbols (Mathematics); Addition; Pretests Posttests; Statistical Analysis; Comparative Analysis; Control Groups; Experimental Groups; Student Characteristics; Learning Problems; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Förderkonzept; Nachhilfeunterricht; Equations; Mathematics; Gleichungslehre; Missverständnis; Problemlösen; School year 02; 2. Schuljahr; Schuljahr 02; Statistische Analyse; Lernproblem
Abstract	Students often misinterpret the equal sign (=) as operational instead of relational. Research indicates misinterpretation of the equal sign occurs because students receive relatively little exposure to equations that promote relational understanding of the equal sign. No study, however, has examined effects of nonstandard equations on the equation solving and equal-sign understanding of students with mathematics difficulty (MD). In the present study, second-grade students with MD (n = 51) were randomly assigned to standard equations tutoring, combined tutoring (standard and nonstandard equations), and no-tutoring control. Combined tutoring students demonstrated greater gains on equation-solving assessments and equal-sign tasks compared to the other two conditions. Standard tutoring students demonstrated improved skill on equation solving over control students, but combined tutoring students' performance gains were significantly larger. Results indicate that exposure to and practice with nonstandard equations positively influence student understanding of the equal sign. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06