Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties

Autor/inn/en	Bosma, Tirza; Stevenson, Claire E.; Resing, Wilma C. M.
Titel	Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties
Quelle	In: Journal of Education and Training Studies, 5 (2017) 6, S.132-145 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Prompting; Grade 2; Arithmetic; Problem Solving; Protocol Analysis; Cognitive Style; Pretests Posttests; Intervention; Experimental Groups; Control Groups; Individual Differences; Educational Needs; Mathematics Skills; Achievement Tests; Teaching Methods; Instructional Effectiveness; Foreign Countries; Intelligence Tests; Cognitive Tests; Short Term Memory; Statistical Analysis; Multivariate Analysis; Netherlands; Raven Progressive Matrices; Digit Span Test + Suchen Sie Ihr Suchwort? Benutzerführung; School year 02; 2. Schuljahr; Schuljahr 02; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Cognitive styles; Kognitiver Stil; Individueller Unterschied; Educational need; Bildungsbedarf; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland; Intelligence test; Intelligenztest; Kognitiver Fähigkeitstest; Kurzzeitgedächtnis; Statistische Analyse; Multivariate Analyse; Niederlande
Abstract	In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a different problem solving step. Results showed that based on the number of prompts required from each protocol different patterns of problem solving could be identified, and further four profiles of instructional needs could be distinguished. The results provide starting points for individualized instruction and support the use of dynamic testing procedures in educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01