Printer Friendly

A Comparison of Two Instructional Approaches on Mathematical Word Problem Solving by Students with Learning Problems.

To read the full text of this article, click here:

This study examined the differential effects of two instructional strategies on the acquisition, maintenance, and generalization of mathematical word problem solving by students with learning disabilities: an explicit schema-based problem solving strategy (SBI) and a traditional general heuristic instructional strategy (TI). Twenty-two middle school students with learning disabilities and problems in mathematics were randomly assigned to one of the two treatment conditions. The two instructional strategies were compared using a repeated measure with control group design. Results indicated that the SBI group significantly outperformed the TI group on the posttest, maintenance test (1 to 2 weeks later), and follow-up test (3 weeks to 3 months later). The SBI group also significantly outperformed the TI group in solving transfer (i.e., structurally similar but more complex) problems following the assigned strategy instruction. Additionally, the performance of the SBI group on the posttest, maintenance, and follow-up tests surpassed a normative sample of 6th graders. Implications for practice are discussed. (Contains 20 references.) (Author/DB)

COPYRIGHT 2002 U.S. Department of Education
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2002 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Author:Xin, Yan Ping; Jitendra, Asha; Deatline-Buchman, Andria; Hickman, Wesley; Bertram, Dean
Publication:ERIC: Reports
Date:Aug 1, 2002
Previous Article:Parkland College ICCB Accountability/Program Review Report.
Next Article:Virtual Learning Circles: Utilizing Online Message Board Interactions for Strengthening Literacy Development.

Terms of use | Privacy policy | Copyright © 2022 Farlex, Inc. | Feedback | For webmasters |