Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Prealgebraic Reasoning Instruction within Word-Problem Intervention

Autor/inn/en	Powell, Sarah R.; Berry, Katherine A.; Fall, Anna-Maria; Roberts, Greg; Fuchs, Lynn S.; Barnes, Marcia A.
Titel	Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Prealgebraic Reasoning Instruction within Word-Problem Intervention
Quelle	In: Journal of Educational Psychology, 113 (2021) 5, S.898-910 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powell, Sarah R.) ORCID (Roberts, Greg) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000513
Schlagwörter	Word Problems (Mathematics); Problem Solving; Algebra; Mathematics Instruction; Mathematical Logic; Learning Problems; Intervention; Equations (Mathematics); Elementary School Students; Mathematics Tests + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Lernproblem; Equations; Mathematics; Gleichungslehre
Abstract	The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded prealgebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention. The prealgebraic reasoning component targeted relational understanding of the equal sign as well as standard and nonstandard equation solving. Intervention occurred for 16 weeks, 3 times per week, 30 min per session. Sequential mediation models revealed main effects, in which each intervention condition significantly and substantially outperformed the business-as-usual condition, corroborating prior research on the efficacy of schema word-problem intervention. Yet despite comparable effects on word-problem outcomes between the two word-problem conditions, the process by which effects accrued differed: An indirect path via equal-sign understanding and then equation solving was significant only for the word-problem intervention condition with embedded prealgebraic reasoning instruction. Additionally, the effect of this condition on equal-sign reasoning was strong. Given the link between equal-sign reasoning for success with algebra and the importance of algebra for success with advanced mathematics, results suggest an advantage for embedding prealgebraic reasoning instruction within word-problem intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01