NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: ED598469
Record Type: Non-Journal
Publication Date: 2019-Sep-16
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
The Role of Pre-Algebraic Reasoning within a Word-Problem Intervention for Third-Grade Students with Mathematics Difficulty
Powell, Sarah R.; Berry, Katherine A.; Barnes, Marcia A.
Grantee Submission
Students in the elementary grades often experience difficulty setting up and solving word problems. Using an equation to represent the structure of the problem serves as an effective tool for solving word problems, but students may require specific pre-algebraic reasoning instruction about the equal sign as a relational symbol to set up and solve such equations successfully. We identified students with mathematics difficulty (n = 138) from a sample of 916 third-grade students. We randomly assigned students to a word-problem intervention with a pre-algebraic reasoning component, a word-problem intervention without pre-algebraic reasoning, or the business-as-usual. Students in the 2 active intervention conditions participated in 45 individual sessions and learned about 3 additive word-problem schemas. Students who received word-problem intervention with a pre-algebraic reasoning component demonstrated improved nonstandard equation solving, equal sign understanding, and word-problem solving compared to students in the other two conditions. [The paper will be published in "ZDM Mathematics Education."]
Publication Type: Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A150078