The Role of Pre-Algebraic Reasoning within a Word-Problem Intervention for Third-Grade Students with Mathematics Difficulty

Autor/inn/en	Powell, Sarah R.; Berry, Katherine A.; Barnes, Marcia A.
Titel	The Role of Pre-Algebraic Reasoning within a Word-Problem Intervention for Third-Grade Students with Mathematics Difficulty
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 1, S.151-163 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powell, Sarah R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01093-1
Schlagwörter	Grade 3; Mathematics Instruction; Elementary School Students; Difficulty Level; Word Problems (Mathematics); Problem Solving; Algebra; Abstract Reasoning; Intervention; Schemata (Cognition); Comparative Analysis; Teaching Methods; Role; Thinking Skills + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Schwierigkeitsgrad; Textaufgabe; Problemlösen; Abstraktes Denken; Denken; Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Denkfähigkeit
Abstract	Students in the elementary grades often experience difficulty setting up and solving word problems. Using an equation to represent the structure of the problem serves as an effective tool for solving word problems, but students may require specific pre-algebraic reasoning instruction about the equal sign as a relational symbol to set up and solve such equations successfully. We identified students with mathematics difficulty (n = 138) from a sample of 916 third-grade students. We randomly assigned students to a word-problem intervention with a pre-algebraic reasoning component, a word-problem intervention without pre-algebraic reasoning, or the business-as-usual. Students in the 2 active intervention conditions participated in 45 individual sessions and learned about 3 additive word-problem schemas. Students who received word-problem intervention with a pre-algebraic reasoning component demonstrated improved nonstandard equation solving, equal sign understanding, and word-problem solving compared to students in the other two conditions. [For the corresponding grantee submission, see ED598469.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01