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ERIC Number: EJ1003698
Record Type: Journal
Publication Date: 2013-May
Pages: 12
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0731-9487
Effects of Computer-Mediated versus Teacher-Mediated Instruction on the Mathematical Word Problem-Solving Performance of Third-Grade Students with Mathematical Difficulties
Leh, Jayne M.; Jitendra, Asha K.
Learning Disability Quarterly, v36 n2 p68-79 May 2013
This study compared the effectiveness of computer-mediated instruction (CMI) and teacher-mediated instruction (TMI) on the word problem-solving performance of students struggling in mathematics. Both conditions integrated cognitive modeling that focused on the problem structure using visual representations with critical instructional elements specifically targeting the needs of at-risk students. Participants were 25 third-grade students with mathematics difficulties who were randomly assigned to either a TMI or a CMI condition. Results indicated no statistically significant between-condition differences at posttest and on a 4-week retention test of word problem-solving. Furthermore, there was no transfer of the word problem-solving skills to a school administered, standardized mathematics achievement test. Implications for educational practice are discussed. (Contains 2 figures and 3 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A