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ERIC Number: ED395786
Record Type: RIE
Publication Date: 1996-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
The Differential Effects of Two Strategies on the Acquisition, Maintenance, and Generalization of Mathematical Word Problem Solving by Students with Mild Disabilities and At-Risk Students.
Jitendra, Asha; And Others
This study examined the differential effects of two instructional strategies, an explicit schema-based strategy and a general cognitive strategy, on the acquisition, maintenance, and generalization of mathematical word problem solving by students with mild disabilities and at-risk students. Twenty-three second, third, fourth, and fifth graders were randomly assigned to each of the 2 treatment conditions (schema and traditional). Results indicated that both groups' performance increased from pretest to posttest. Generally, students in both groups maintained their use of word problem solving skills. However, word problem solving scores from the posttest to delayed posttest showed a slight decrease for the traditional group, while an increase in scores was noted for the schema group. The performance of the schema group (84%) surpassed that of their normally achieving peers (82%). In addition, generalization of word problem solving skills to novel word problems occurred for both groups. Contains 41 references. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April, 1996).