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Showing 31 to 45 of 59 results Save | Export
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Sophian, Catherine – Early Childhood Research Quarterly, 2004
While mathematics instruction for very young children needs to be age-appropriate in format and content, it also needs to prepare children conceptually for the kinds of mathematics learning that will be expected of them in future years. This perspective, informed by the work of Russian psychologists and educators on a measurement-based approach to…
Descriptors: Mathematics Instruction, Mathematics Curriculum, Mathematical Concepts, Preschool Children
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Fuchs, Lynn S.; Fuchs, Douglas; Yazdian, Laura; Powell, Sarah R. – School Psychology Review, 2002
Examines the effects of a dyadic peer-mediated treatment, Peer-Assisted Learning Strategies (PALS), on first-grade children's mathematics development. Results indicated that treatment implementation was strong; teachers judged PALS to be effective and generally feasible; and students with and without disabilities, at all points along the…
Descriptors: Disabilities, Grade 1, Mathematics Achievement, Peer Teaching
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Fuchs, Lynn S.; Fuchs, Douglas; Finelli, Robin; Courey, Susan J.; Hamlett, Carol L. – American Educational Research Journal, 2004
Mathematical problem solving is a transfer challenge requiring children to develop schemas for recognizing novel problems as belonging to familiar problem types for which they know solutions. Schema-based transfer instruction (SBTI) explicitly teaches transfer features that change problems in superficial ways to make them appear novel even though…
Descriptors: Grade 3, Control Groups, Problem Solving, Pretests Posttests
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Woodward, John – Learning Disability Quarterly, 2006
Automaticity in math facts has been of considerable interest to special educators for decades. A review of the intervention literature suggests at least two common approaches to developing automaticity in facts. One is grounded in the use of strategies for teaching facts, the other emphasizes the use of timed practice drills. Recent research…
Descriptors: Special Education, Multiplication, Drills (Practice), Mathematical Concepts
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Rittle-Johnson, Bethany; Star, Jon R.; Durkin, Kelley – Journal of Educational Psychology, 2009
Comparing multiple examples typically supports learning and transfer in laboratory studies and is considered a key feature of high-quality mathematics instruction. This experimental study investigated the importance of prior knowledge in learning from comparison. Seventh- and 8th-grade students (N = 236) learned to solve equations by comparing…
Descriptors: Mathematics Instruction, Mathematics Education, Methods, Prior Learning
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Hohn, Robert L.; Frey, Bruce – Journal of Educational Research, 2002
Developed a heuristic strategy (SOLVED) to explain the processes involved in understanding and solving mathematical word problems (problem translation, problem interpretation, solution planning, solution execution, and solution monitoring) among upper elementary students. Results indicated that SOLVED was more effective in aiding both short-term…
Descriptors: Cognitive Processes, Elementary Education, Elementary School Mathematics, Heuristics
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Carpenter, Thomas P.; And Others – American Educational Research Journal, 1989
Twenty first-grade teachers' use of knowledge from research about mathematical thinking of children was compared with that of 20 teachers who did not participate in an analysis of research. Implications for teacher education and practice are discussed. (SLD)
Descriptors: Children, Classroom Techniques, Cognitive Processes, Comparative Analysis
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Fuchs, Lynn S.; Fuchs, Douglas; Finelli, Robin; Courey, Susan J.; Hamlett, Carol L.; Sones, Estelle M.; Hope, Susan K. – Elementary School Journal, 2006
The purpose of this study was to assess the effects of schema-broadening instruction (SBI), with and without explicit instruction in strategies for tackling the complexities involved in real-life (RL) math problems, on the math problem solving of third-grade students. Teachers (n = 30) were assigned randomly to 3 16-week conditions: control, SBI,…
Descriptors: Grade 3, Effect Size, Problem Solving, Mathematics
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Jitendra, Asha K.; Griffin, Cynthia C.; McGoey, Kara; Gardill, M. Cathleen; Bhat, Preetha; Riley, Tamar – Journal of Educational Research, 1998
Examined the differential effects of two instructional strategies (explicit schema-based and traditional-based) on the acquisition, maintenance, and generalization of mathematical word problem solving among elementary students at risk or with mild disabilities. Pretesting and posttesting indicated that both groups' performance increased from…
Descriptors: Elementary Education, Elementary School Mathematics, High Risk Students, Mild Disabilities
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Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Hamlett, Carol L.; Owen, Rhoda; Hosp, Michelle; Jancek, Deborah – Journal of Educational Psychology, 2003
Assesses the effects of explicitly teaching for transfer by broadening the categories by which students group problems requiring the same solution methods and prompting students to search novel problems for these broad categories. This transfer treatment was combined with instruction on solution methods. Improvement on immediate- and near-transfer…
Descriptors: Elementary Education, Grade 3, Instructional Effectiveness, Learning Strategies
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Jitendra, Asha; DiPipi, Caroline M.; Perron-Jones, Nora – Journal of Special Education, 2002
Four middle school students with learning disabilities and low mathematics performance received schema strategy training in problem schemata (conceptual understanding) and problem solution (procedural understanding). Results indicated that the schema-based strategy was effective in substantially increasing the number of correctly solved word…
Descriptors: Instructional Effectiveness, Learning Disabilities, Mathematics Instruction, Middle Schools
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Jitendra, Asha K.; Hoff, Kathryn; Beck, Michelle M. – Remedial and Special Education, 1999
This study investigated the effectiveness of a schema strategy on the mathematical word-problem-solving performance of four sixth- and seventh-grade students with learning disabilities. The schema strategy led to substantially improved word-problem-solving performance for all four students and these results were maintained at two- and four-week…
Descriptors: Instructional Effectiveness, Learning Disabilities, Mathematics Instruction, Middle Schools
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Montague, Marjorie – Journal of Learning Disabilities, 1992
Six students (ages 12-14) with learning disabilities received either cognitive or metacognitive strategy instruction for mathematical problem solving, followed by instruction in the complementary component. Results indicated that cognitive and metacognitive strategies were more effective than either cognitive or metacognitive strategy instruction…
Descriptors: Cognitive Processes, Instructional Effectiveness, Intermediate Grades, Junior High Schools
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Snyder, Frank; Flay, Brian; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac; Beets, Michael; Li, Kin-Kit – Journal of Research on Educational Effectiveness, 2010
This article reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster-randomized, controlled design. The "Positive Action" Hawai'i trial included 20 racially/ethnically diverse…
Descriptors: Student Behavior, Intervention, Academic Achievement, Effect Size
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Fuchs, Lynn S.; And Others – American Educational Research Journal, 1991
The effects of on-going curriculum-based measurement of student growth and expert system instructional consultation on teacher planning and student achievement in mathematics operations were studied for 33 elementary teachers assigned to one control or 2 experimental groups. Each teacher worked with two learning disabled or emotionally disturbed…
Descriptors: Comparative Analysis, Consultation Programs, Elementary Education, Elementary School Students
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