ERIC Number: EJ1024200
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 70
The Contribution of Domain-Specific Knowledge in Predicting Students' Proportional Word Problem-Solving Performance
Jitendra, Asha K.; Lein, Amy E.; Star, Jon R.; Dupuis, Danielle N.
Educational Research and Evaluation, v19 n8 p700-716 2013
This study explored the extent to which domain-specific knowledge predicted proportional word problem-solving performance. We tested 411 seventh-grade students on conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge, and proportional word problem solving. Multiple regression analyses indicated that all four domain-specific knowledge variables (i.e., conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge) significantly predicted proportional word problem-solving performance. Conceptual fraction and procedural proportion knowledge contributed the most unique variance (10.0 and 6.7%, respectively, of the total variance) to proportional word problem solving. Procedural fraction and conceptual proportion knowledge each also contributed significant unique variance to proportional word problem solving explaining 5.6 and 2.8%, respectively. The results support the notion that both conceptual fraction and proportion knowledge and procedural fraction and proportion knowledge play a major role in understanding individual differences in proportional word problem-solving performance to inform interventions.
Descriptors: Predictor Variables, Word Problems (Mathematics), Problem Solving, Grade 7, Mathematical Concepts, Mathematics Skills, Multiple Regression Analysis, Middle School Students, Knowledge Level, Mathematical Logic, Mathematics Tests
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Grade 7
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305K060002