ERIC Number: EJ1047684
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 86
Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure
Jitendra, Asha K.; Petersen-Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung-Gang; Egan, Andrea M.
Journal of Learning Disabilities, v48 n1 p51-72 Jan-Feb 2015
This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed.
Descriptors: Teaching Methods, Word Problems (Mathematics), Mathematics Instruction, Learning Strategies, Learning Disabilities, At Risk Students, Evaluation Research, Research Methodology, Criteria, Problem Solving, Metacognition, Best Practices, Literature Reviews, Pretests Posttests, Quasiexperimental Design
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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