ERIC Number: ED235010
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Instructional Approaches and Levels of Practice in Working Fourth Grade Word Problems.
Darch, Craig; And Others
The purpose of this study was to look intensively at two aspects of mathematics instruction--development and practice. It contrasted the Direct Instruction approach to the development phase of teaching problem solving with a Traditional approach taken from the teachers' manual of four widely used basal textbooks. Seventy-three fourth graders selected on the basis of failing a screening test were randomly assigned to one of four experimental groups: Direct Instruction or Traditional Instruction, each with a fixed amount of practice or with extended practice. Students were taught eleven 30-minute problem solving lessons in groups of two to four students. The instructional sequence is detailed. Three tests of problem solving and one consumer satisfaction questionnaire were developed and administered. Regardless of whether extended practice was provided, students taught with Direct Instruction performed on the posttest at a significantly higher level than students taught with traditional procedures. Attitudes of Direction Instruction students were also more positive. (MNS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Direct Instruction; Mathematics Education Research; Word Problems (Mathematics)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 11-15, 1983).