Your search found 80 results.

Descriptors:
Reading Achievement; At Risk Students; Tutoring; Problem Solving; Mathematics Education; Pretests Posttests; Word Problems (Mathematics); Intervention; Small Group Instruction; Intermode Differences; Teaching Methods; Achievement Gains; Aptitude Treatment Interaction; Grade 3; Mathematical Enrichment; Mathematics Achievement; Learning Disabilities

Abstract:
This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical structure of additive problems to represent and solve word problems. At-risk students (N = 136) from 35 classrooms scoring below a proficiency level on their district accountability assessment were assigned randomly to treatment groups. Results indicated interaction effects on the word problem-solving (WPS) posttest and retention tests such that SBI students with higher incoming (pretest) WPS scores outperformed SBC students with higher pretest scores, whereas SBC students with lower pretest scores outperformed SBI students with lower pretest scores. No effects were found on number combinations automaticity, and mathematics and reading achievement. Implications to improve the problem-solving performance of at-risk students are discussed. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Instruction; Grade 7; Middle School Students; Schemata (Cognition); Schematic Studies; Experimental Groups; Control Groups; Pretests Posttests; Problem Solving; Word Problems (Mathematics); Intervention; Hierarchical Linear Modeling; Mathematical Concepts; Faculty Development; Instructional Effectiveness

Abstract:
This study examined the effect of schema-based instruction (SBI) on 7th-grade students' mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a pretest-intervention-posttest-retention test design, the study compared the learning outcomes for 1,163 students in 42 classrooms who were randomly assigned to treatment (SBI) or control condition. After 6 weeks of instruction, results of multilevel modeling indicated significant differences favoring the SBI condition in proportion problem solving involving ratios/rates and percents on an immediate posttest (g = 1.24) and on a 6-week retention test (g = 1.27). No significant difference between conditions was found for a test of transfer. These results demonstrate that SBI was more effective than students' regular mathematics instruction. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Low Achievement; Problem Solving; Grade 7; Word Problems (Mathematics); Research Methodology; Discovery Processes; High Achievement; Mathematical Concepts; Evaluation; Scores; Elementary School Students; Middle School Students

Abstract:
This study evaluated whether schema-based instruction (SBI), a promising method for teaching students to represent and solve mathematical word problems, impacted the learning of percent word problems. Of particular interest was the extent that SBI improved high- and low-achieving students' learning and to a lesser degree on the indirect effect of SBI on transfer to novel problems, as compared to a business as usual control condition. Seventy 7th grade students in four classrooms (one high- and one low-achieving class in both the SBI and control conditions) participated in the study. Results indicate a significant treatment by achievement level interaction, such that SBI had a greater impact on high-achieving students' problem solving scores. However, findings did not support transfer effects of SBI for high-achieving students. Implications for improving the problem-solving performance of low achievers are discussed. (Contains 2 figures and 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Achievement; Tutoring; Problem Solving; Word Problems (Mathematics); Small Group Instruction; Program Effectiveness; Mathematics Skills; Grade 3; Elementary School Mathematics; Elementary School Students; Comparative Analysis; Teaching Methods; Metacognition; At Risk Students; Standardized Tests

Abstract:
The present research assessed the efficacy of two tutoring protocols for improving the mathematics outcomes of at-risk third-grade students. Results indicated that students in the schema-based instruction (SBI) group outperformed students in the control group on word problem solving performance after 30 hours of problem-solving experience, but the problem-solving performance was not maintained 8 weeks following the tutoring intervention. However, the SBI condition led to superior performance on a standardized mathematics achievement test compared with the control group. With respect to metacognitive strategy knowledge, the SBI condition outscored the control condition. Further, results suggested that SBI was equally effective for students from various at-risk subgroups. These findings demonstrate the efficacy of SBI tutoring conducted by trained tutors. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (417K)

Descriptors:
Mathematics Instruction; Problem Solving; Educational Research; Evidence; Teaching Methods; Mathematical Applications; Group Instruction; Self Management; Reflection; Visual Aids; Protocol Analysis; Discussion (Teaching Technique); Mathematical Concepts; Algebra; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8

Abstract:
The Institute of Education Sciences (IES) publishes practice guides in education to bring the best available evidence and expertise to bear on current challenges in education. Authors of practice guides combine their expertise with the findings of rigorous research, when available, to develop specific recommendations for addressing these challenges. The authors rate the strength of the research evidence supporting each of their recommendations. The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of improving mathematical problem solving in grades 4 through 8. The guide provides practical, clear information on critical topics related to improving mathematical problem solving and is based on the best available evidence as judged by the authors. Appended are: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains 9 tables, 21 examples and 303 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (4057K)

Descriptors:
Middle School Students; Problem Solving; Grade 7; Thinking Skills; Instructional Effectiveness; Mathematics Instruction; Mathematics Skills; Mathematical Concepts; Visual Aids; Control Groups; Experimental Groups; Pretests Posttests; Transfer of Training; Word Problems (Mathematics)

Abstract:
This study investigated the effectiveness of an instructional program (schema-based instruction, SBI) designed to teach 7th graders how to comprehend and solve proportion problems involving ratios/rates, scale drawings, and percents. The SBI program emphasized the underlying mathematical structure of problems via schematic diagrams, focused on a 4-step procedure to support and monitor problem solving, and addressed the flexible use of alternative solution strategies based on the problem situation. Blocking by teacher at three middle schools, the authors randomly assigned the 21 classrooms to one of two conditions: SBI and control. Classroom teachers provided the instruction. Results of multilevel modeling used to test for treatment effects after accounting for pretests and other characteristics (gender, ethnicity) revealed the direct effects of SBI on mathematical problem solving at posttest. However, the improved problem solving skills were not maintained a month later when SBI was no longer in effect nor did the skills transfer to solving problems in new domain-level content. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Education; Learning Disabilities; Cognitive Psychology; Word Problems (Mathematics); Mathematics Instruction; Conventional Instruction; Inclusion; Problem Solving; Middle School Students; Mathematical Concepts; Federal Aid; Pretests Posttests; Special Needs Students; Special Education; Educational Policy; Instructional Effectiveness; Intervention; Educational Strategies; Classroom Techniques; Federal Legislation; Schemata (Cognition); Psychoeducational Methods

Abstract:
This article discusses schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In the authors' most recent research and developmental efforts, they designed SBI to meet the needs of middle school students with LD in inclusive mathematics classrooms by addressing the research literatures in special education, cognitive psychology, and mathematics education. This innovative instructional approach encourages students to look beyond surface features of word problems to grasp the underlying mathematical structure of ratio and proportion problems. In addition, SBI introduces students to multiple strategies for solving ratio and proportion problems and encourages the selection of appropriate strategies. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Research; Criticism; Word Problems (Mathematics); Teaching Methods; Mathematics; Decision Making; Mathematical Formulas; Equations (Mathematics)

Abstract:
This article presents the author's response to Yan Ping Xin and Dake Zhang's recent critical evaluation of her and colleagues' work in "Exploring a Conceptual Model-Based Approach to Teaching Situated Word Problems," published in "The Journal of Educational Research" in 2009 (Vol. 102, No. 6). Most critiques of prior research are written in a fair and informative manner to show how the present study extends previous research to advance the field. However, factual errors, including inappropriate quotes, misrepresentation of information, and inadequate scholarship in Xin and Zhang's text call to question whether the criticisms of their work are justified. In this response, the author sets the scholarly record straight. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Learning Disabilities; Effect Size; Cognitive Processes; Teaching Methods; Educational Quality; Educational Methods; Reading Skills; Learning Strategies; Literature Reviews; Interrater Reliability; Educational Research; Research Methodology

Abstract:
Educators have widely used cognitive strategy instruction to address reading comprehension deficits evidenced by students with learning disabilities. However, no one has yet conducted a review of the quality of this literature. This review applies the quality indicators advocated by Gersten et al. (2005) and Horner et al. (2005) to evaluate the quality of published group and single-subject design studies that support cognitive strategy instruction. The authors analyzed 18 group studies and 7 single-subject design studies and calculated average weighted effect sizes and percentage of nonoverlapping data (PND). Only group design studies met the criteria for cognitive strategy instruction as an evidence-based practice. The authors also discuss implications for future research and practice. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Attention Deficit Hyperactivity Disorder; Special Needs Students; Integrity; Special Education Teachers; Outcomes of Treatment; Reading Instruction; Correlation; Elementary School Students; Reading Programs; Program Effectiveness; Consultation Programs; Questionnaires; Check Lists

Abstract:
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for Attention-Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data-driven consultation (IDAI) or generic, menu-based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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