| Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty. | |
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MedLine Citation:
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PMID: 20640240 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3(rd)-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably. |
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Authors:
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Sarah R Powell; Lynn S Fuchs |
Publication Detail:
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Type: JOURNAL ARTICLE |
Journal Detail:
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Title: Journal of educational psychology Volume: 102 ISSN: 0022-0663 ISO Abbreviation: - Publication Date: 2010 May |
Date Detail:
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Created Date: 2010-7-19 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 0135751 Medline TA: J Educ Psychol Country: - |
Other Details:
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Languages: ENG Pagination: 381-394 Citation Subset: - |
Affiliation:
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Department of Special Education, Vanderbilt University. |
Export Citation:
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Descriptor/Qualifier:
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| Grant Support | |
ID/Acronym/Agency:
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R01 HD059179-01//NICHD NIH HHS |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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