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ERIC Number: ED353133
Record Type: Non-Journal
Publication Date: 1992
Pages: 35
Abstractor: N/A
Reference Count: N/A
Effects of Instruction Using Part-Whole Concepts with One-Step and Two-Step Word Problems.
Huinker, DeAnn M.
Children begin school with the ability to use their informal and implicit conceptual knowledge to guide their problem solving, but shift to the use of superficial strategies in their attempts to solve word problems as they progress through school. This paper describes a study designed to investigate the effects of an instructional sequence that emphasized conceptual understanding of numerical operations using part-whole concepts and the integration of these understandings with students' problem solving knowledge. The study involving 384 fourth grade students from a large urban school system examined: (1) students' conceptual knowledge of addition, subtraction, multiplication, and division; (2) students' reasoning in the solution of one-step and two-step word problems; and (3) the effect of instruction using part-whole concepts on students' abilities to solve a variety of one-step and two-step word problems. Data were collected through written tests, interviews, and attitude surveys. Results indicated that instruction using part-whole concepts with work problems produced long-term achievement for all ability levels. Interviews indicated that after instruction, low and average ability students in the part-whole group exhibited concept-driven strategies during problem solving and improved ability to communicate their reasoning, whereas the practice and control group students exhibited little change in their approaches to problems. (Contains 30 references.) (MDH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED532215