Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving

Autor/inn/en	Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Craddock, Caitlin F.; Hamlett, Carol L.
Titel	Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving
Quelle	In: Journal of Educational Psychology, 100 (2008) 4, S.829-850 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Structural Equation Models; Evaluation Methods; Problem Solving; Word Problems (Mathematics); Grade 3; Conventional Instruction; Elementary School Students; Elementary School Mathematics; Algebra; Mathematical Concepts; Mathematics Instruction; Teaching Methods; Predictor Variables; Thinking Skills; Mathematical Logic; Attention Span; Computation; Mathematics Skills; Language Skills + Suchen Sie Ihr Suchwort? Problemlösen; Textaufgabe; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor; Denkfähigkeit; Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz
Abstract	Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting third graders' development of mathematics problem solving. In the fall, 122 third-grade students were assessed on language, nonverbal reasoning, attentive behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) and pretreatment calculation skills were sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment word-problem skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10