Accelerating Mathematics Word Problem-Solving Performance and Efficacy with Think-Aloud Strategies

Autor/inn/en	Björn, Piia M.; Äikäs, Aino; Hakkarainen, Airi; Kyttälä, Minna; Fuchs, Lynn S.
Titel	Accelerating Mathematics Word Problem-Solving Performance and Efficacy with Think-Aloud Strategies
Quelle	In: South African Journal of Childhood Education, 9 (2019) 1, Artikel 716 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Björn, Piia M.) ORCID (Äikäs, Aino) ORCID (Hakkarainen, Airi) ORCID (Kyttälä, Minna) ORCID (Fuchs, Lynn S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Problem Solving; Mathematics Skills; Mathematical Logic; Mathematical Concepts; Intervention; Word Problems (Mathematics); Foreign Countries; Elementary School Mathematics; Elementary School Students; Reading Comprehension; Word Recognition; Learning Strategies; Finland + Suchen Sie Ihr Suchwort? Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Textaufgabe; Ausland; Elementare Mathematik; Schulmathematik; Leseverstehen; Worterkennung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Finnland
Abstract	Background: The previous body of research literature has reported several separate cognitive processes relevant in solving mathematics wps. Therefore, it is of the essence to seek for effective intervention and instruction for students in need for support in learning. Aim: This article reports the outcome of an intervention targeted at mathematics word problem (wp) skills. Setting: This study included three data collection points: (1) Pre-measurements, (2) post-measurements and (3) follow-up measurements. Pre-measurements were performed in August, post-measurements immediately after the intervention period in October and followup measurements in December. Methods: A programme, which included face-to-face support in mathematics wp strategies with the think-aloud protocol, was applied. The participants were 28 Finnish third-graders (14 training group students and 14 control students). Their mathematics wp skills were tested three times (pre-, post- and follow-up assessments). The groups were matched by gender, family type and the mathematics wp pre-measurement score level. The groups differed neither by literacy skills (i.e. technical reading, reading comprehension) nor by task orientation at baseline. Results: Some acceleration of mathematics wp skills among the training group students was found but the growth dramatically declined as soon as the face-to-face support stopped. The results further showed improvement in the efficacy of correct answers or attempted mathematics wp items among training group students. Conclusion: The results suggested that training consisting of face-to-face support is crucial for accelerating mathematics wp strategies among students struggling with mathematics. Repeated, cyclic periods of support are suggested for sustained effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01