تقرير
Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Pre-Algebraic Reasoning Instruction within Word-Problem Intervention
| العنوان: | Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Pre-Algebraic Reasoning Instruction within Word-Problem Intervention |
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| اللغة: | English |
| المؤلفون: | Powell, Sarah R. (ORCID |
| المصدر: | Grantee Submission. 2021. |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 48 |
| تاريخ النشر: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A150078 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education |
| الواصفات: | Word Problems (Mathematics), Mathematics Instruction, Problem Solving, Intervention, Teaching Methods, Algebra, Learning Problems, Thinking Skills, Schemata (Cognition), Comparative Analysis, Correlation, Visual Aids, Grade 3, Elementary School Students, Elementary School Teachers, Urban Schools, Evaluators, Pretests Posttests, Mathematics Tests, Outcomes of Education |
| DOI: | 10.1037/edu0000513 |
| مستخلص: | The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improves word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or one of two variants of word-problem intervention. The pre-algebraic reasoning component targeted relational understanding of the equal sign as well as standard and nonstandard equation solving. Intervention occurred for 16 weeks, 3 times per week, 30 min per session. Sequential mediation models revealed main effects, in which each intervention condition significantly and substantially outperformed the business-as-usual condition, corroborating prior research on the efficacy of schema word-problem intervention. Yet despite comparable effects on word-problem outcomes between the two word-problem conditions, the process by which effects accrued differed: An indirect path via equal-sign understanding and then equation solving was significant only for the word-problem intervention condition with embedded pre-algebraic reasoning instruction. Additionally, the effect of this condition on equal-sign reasoning was strong. Given the link between equal-sign reasoning for success with algebra and the importance of algebra for success with advanced mathematics, results suggest an advantage for embedding pre-algebraic reasoning instruction within word-problem intervention. [This paper was published in "Journal of Educational Psychology" v113 n5 p898-910 2021.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| رقم الانضمام: | ED616732 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.1037/edu0000513 |
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