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Cai, Jinfa; Wang, Ning; Moyer, John C.; Wang, Chuang; Nie, Bikai – International Journal of Educational Research, 2011

In this article, we present the results from a longitudinal examination of the impact of a "Standards"-based or reform mathematics curriculum (called CMP) and traditional mathematics curricula (called non-CMP) on students' learning of algebra using various outcome measures. Findings include the following: (1) students did not sacrifice…

Descriptors: Longitudinal Studies, Outcomes of Education, Mathematics Curriculum, Algebra

Klein, Alice; Starkey, Prentice; Clements, Douglas; Sarama, Julie; Iyer, Roopa – Journal of Research on Educational Effectiveness, 2008

Research indicates that a socioeconomic status-related gap in mathematical knowledge appears early and widens during early childhood. Young children from economically disadvantaged families receive less support for mathematical development both at home and in preschool. Consequently, children from different socioeconomic backgrounds enter…

Descriptors: Mathematics Skills, Learning Readiness, Early Intervention, Economically Disadvantaged

Jordan, Nancy C.; Glutting, Joseph; Dyson, Nancy; Hassinger-Das, Brenna; Irwin, Casey – Journal of Educational Psychology, 2012

Math achievement in elementary school is mediated by performance and growth in number sense during kindergarten. The aim of the present study was to test the effectiveness of a targeted small-group number sense intervention for high-risk kindergartners from low-income communities. Children were randomly assigned to 1 of 3 groups (n = 44 in each…

Descriptors: Problem Solving, Intervention, Control Groups, Mathematics Education

Xin, Yan Ping; Jitendra, Asha K.; Deatline-Buchman, Andria – Journal of Special Education, 2005

This study investigated the differential effects of two problem-solving instructional approaches--schema-based instruction (SBI) and general strategy instruction (GSI)--on the mathematical word problem-solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the…

Descriptors: Middle School Students, Learning Problems, Learning Disabilities, Mathematics Instruction

Clements, Douglas H.; Sarama, Julie; Spitler, Mary Elaine; Lange, Alissa A.; Wolfe, Christopher B. – Journal for Research in Mathematics Education, 2011

This study employed a cluster randomized trial design to evaluate the effectiveness of a research-based intervention for improving the mathematics education of very young children. This intervention includes the "Building Blocks" mathematics curriculum, which is structured in research-based learning trajectories, and congruous…

Descriptors: Professional Continuing Education, Dietetics, Intervention, Mathematics Education

Montague, Marjorie; Krawec, Jennifer; Enders, Craig; Dietz, Samantha – Journal of Educational Psychology, 2014

The effects of a mathematical problem-solving intervention on students' problem-solving performance and math achievement were measured in a randomized control trial with 1,059 7th-grade students. The intervention, "Solve It!," is a research-based cognitive strategy instructional intervention that was shown to improve the problem-solving…

Descriptors: Middle School Students, Secondary School Mathematics, Mathematics Skills, Problem Solving

Rittle-Johnson, Bethany; Star, Jon R. – Journal of Educational Psychology, 2009

Researchers in both cognitive science and mathematics education emphasize the importance of comparison for learning and transfer. However, surprisingly little is known about the advantages and disadvantages of what types of things are being compared. In this experimental study, 162 seventh- and eighth-grade students learned to solve equations (a)…

Descriptors: Mathematics Education, Educational Psychology, Equations (Mathematics), Knowledge Level

Rittle-Johnson, Bethany; Koedinger, Kenneth – British Journal of Educational Psychology, 2009

Background: Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. Aims: The purpose of the current study was to evaluate the…

Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematical Applications, Arithmetic

Zucker, Andrew A.; Tinker, Robert; Staudt, Carolyn; Mansfield, Amie; Metcalf, Shari – Journal of Science Education and Technology, 2008

The Technology Enhanced Elementary and Middle School Science II project (TEEMSS), funded by the National Science Foundation, produced 15 inquiry-based instructional science units for teaching in grades 3-8. Each unit uses computers and probeware to support students' investigations of real-world phenomena using probes (e.g., for temperature or…

Descriptors: Mathematical Models, Effect Size, Virtual Classrooms, Grade 7

Peer reviewed

Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Hamlett, Carol L.; Owen, Rhoda; Schroeter, Katie – Journal of Educational Psychology, 2003

Assesses the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction, on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. Contrasts the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. SRL…

Descriptors: Elementary Education, Grade 3, Instructional Effectiveness, Learning Strategies

Sarama, Julie; Clements, Douglas H.; Starkey, Prentice; Klein, Alice; Wakeley, Ann – Journal of Research on Educational Effectiveness, 2008

This study used a randomized field trial design to evaluate the efficacy of a research-based model for scaling up an intervention focused on preschool mathematics. Although the successes of research-based educational practices have been documented, equally well known is the paucity of successful efforts to bring these practices to scale. The same…

Descriptors: Mathematics Curriculum, Mathematics Instruction, Intervention, Mathematics Achievement

Fuchs, Lynn S.; Seethaler, Pamela M.; Powell, Sarah R.; Hamlett, Carol L.; Fletcher, Jack M. – Exceptional Children, 2008

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks.…

Descriptors: Reading Difficulties, Problem Solving, Effect Size, Word Problems (Mathematics)

Peer reviewed

Kramarski, Bracha; Mevarech, Zemira R. – American Educational Research Journal, 2003

Studied the effects of four instructional methods on the mathematical reasoning and metacognitive knowledge of 384 eighth graders. Results show that cooperative learning plus metacognitive training outperformed other combinations of individual and cooperative learning and metacognitive instruction or learning without metacognitive instruction.…

Descriptors: Cooperative Learning, Junior High School Students, Junior High Schools, Mathematical Concepts

Chen, Chiu-Jung; Liu, Pei-Lin – Journal of Computers in Mathematics and Science Teaching, 2007

This study evaluated the effects of a personalized computer-assisted mathematics problem-solving program on the performance and attitude of Taiwanese fourth grade students. The purpose of this study was to determine whether the personalized computer-assisted program improved student performance and attitude over the nonpersonalized program.…

Descriptors: Program Effectiveness, Grade 4, Problem Solving, Foreign Countries

Peer reviewed

Cardelle-Elawar, Maria – Elementary School Journal, 1990

Describes a study of the effect of teachers' verbal feedback on the ability of bilingual sixth graders to solve mathematical word problems. Treatment was based on Mayer's model of problem solving. Results indicated that theory-based feedback targeted to bilingual students' individual and class needs improved student mathematics performance. (GH)

Descriptors: Bilingual Students, Feedback, Grade 6, Hispanic Americans