Author: Asha K. Jitendra
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
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Book Description
This experimental study evaluated the effectiveness of a research-based intervention, schema-based instruction (SBI), on students' proportional problem solving. SBI emphasizes the underlying mathematical structure of problems, uses schematic diagrams to represent information in the problem text, provides explicit problem solving and metacognitive strategy instruction, and focuses on the flexible use of multiple solution strategies. Eighty-two teachers/classrooms with a total of 1,999 seventh-grade students across 50 school districts were randomly assigned to a treatment (SBI) or control (business-as-usual) condition. An observational measure provided evidence that the SBI intervention was implemented with fidelity. Results of multilevel modeling indicated that the SBI group scored on average significantly higher than the control group on the posttest and retention test (9 weeks later) and also showed significantly more growth in proportional problem solving. There were no treatment effects on the Process and Applications subtest of the Group Mathematics Assessment and Diagnostic Evaluation. These results demonstrate that SBI can be more effective than the control approach in improving students' proportional problem solving. [This paper was published in the "Journal of Educational Psychology," (EJ1082754).].
Author: Asha K. Jitendra
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
Ratio and proportional relationships are of primary importance during the upper elementary and middle school grades (Kilpatrick, Swafford, & Findell, 2001; National Council of Teachers of Mathematics, 1989, 2000; National Mathematics Advisory Panel [NMAP], 2008). These relationships, along with the interrelated topics of fractions, decimals, and percent provide a critical foundation for algebra (NMAP, 2008). Proportionality involves the concept of ratio and is central to topics in mathematics such as linear functions, scale drawings, similarity, trigonometry, and probability. Proportionality is also at the core of many important concepts in the physical and social sciences. Solving even simple proportion problems is challenging for many children and adolescents when they lack understanding of the problem situation and whether a solution strategy is applicable (Adjiage & Pluvinage, 2007; Fujimura, 2001; Lamon, 2007; Lobato et al., 2010; Miyakawa & Winslow, 2009; NMAP, 2008; Tourniaire & Pulos, 1985; Weinberg, 2002). Although students require instruction that supports the development of underlying concepts and flexible procedures to solve proportion problems (NMAP, 2008; Tourniaire & Pulos, 1985), few intervention studies have been conducted to improve students' learning of ratios and proportions. The purpose of this study was to replicate and extend the study of the schema based instruction (SBI) intervention conducted by Jitendra et al. (in press) that demonstrated impact in proportional problem solving for a homogeneous sample. The following research questions were examined: (1) What are the effects of the SBI intervention on seventh-grade students' proportional problem solving immediately following the intervention and eight weeks following treatment; (2) What are the effects of the SBI intervention on problem solving immediately following the intervention and eight weeks following treatment for students receiving special education services; (3) What are the effects of the SBI intervention on seventh-grade students' general mathematical problem solving; (4) What are the effects of the SBI intervention on general mathematical problem solving for students receiving special education services; and (5) Does the treatment moderate students' learning trajectory over time? The consistent effects in previous randomized studies suggest confidence in the positive effects of SBI in enhancing proportional problem solving (PPS) for all students. This study replicated and extended earlier findings thus enhancing external validity. An SBI effect emerged for the immediate PPS test but unlike the original study (Jitendra et al., in press), participants did not maintain this learning over time for the PPS delayed posttest and the GMADE test. Future research, including a larger sample, is needed to confirm for whom and under what conditions the SBI intervention has positive effects. Tables are appended.
Author: Asha K. Jitendra
Publisher:
ISBN:
Category :
Languages : en
Pages : 43
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Book Description
This paper reports results from a study investigating the efficacy of a proportional problem-solving intervention, schema-based instruction (SBI), in seventh grade. Participants included 806 students with mathematical difficulties in problem solving (MD-PS) from an initial pool of 1,999 seventh grade students in a larger study. Teachers and their students in the larger study were randomly assigned to a SBI or control condition and teachers in both conditions then provided instruction on the topics of ratio, proportion, and percent. We found that students with MD-PS in SBI classrooms scored on average higher than their counterparts in control classrooms on a posttest and delayed-posttest administered nine weeks later. Given students' difficulties with proportional problem solving and the consequences of these difficulties, an important contribution of this research is the finding that when provided with appropriate instruction, students with MD-PS are capable of enhanced proportional problem solving performance. [At time of submission to ERIC this article was in press with "Journal of Learning Disabilities."].
Author: Bryan G. Cook
Publisher: Emerald Group Publishing
ISBN: 1786351250
Category : Education
Languages : en
Pages : 228
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Book Description
It is important for Stakeholders to be aware of both practices supported as effective as well as ineffective for students with learning and behavioral disabilities, in order to provide instruction that results in improved learner outcomes in critical areas of education.
Author: Susan Perry Gurganus
Publisher: Taylor & Francis
ISBN: 1317409337
Category : Education
Languages : en
Pages : 449
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Book Description
Math Instruction for Students with Learning Problems, Second Edition provides a research-based approach to mathematics instruction designed to build confidence and competence in pre- and in-service PreK–12 teachers. This core textbook addresses teacher and student attitudes toward mathematics, as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. The material is rich with opportunities for class activities and field extensions, and the second edition has been fully updated to reference both NCTM and CCSSM standards throughout the text and includes an entirely new chapter on measurement and data analysis.
Author: Amy E. Lein
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger intervention study assessing improvement in middle school students' proportional reasoning was assessed on initial mathematics achievement, on-task behavior, and mathematics problem-solving performance. Results suggested that engagement uniquely predicted mathematics problem- solving performance after controlling for prior mathematics achievement. Furthermore, the authors found differential rates of engagement for the three achievement groups. Based on an analysis of engagement by instructional lesson, the authors offer suggestions for addressing engagement when designing instruction. [This article was published in "Preventing School Failure" (EJ1090266).].
Author: David C. Geary
Publisher: Academic Press
ISBN: 0128159537
Category : Psychology
Languages : en
Pages : 377
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Book Description
The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout. Identifies the relative influence of school and family on math learning Discusses the efficacy of numerical play for improvement in math Features learning trajectories in math Examines the role of math language in numeracy skills Includes assessments of math skills Explores the role of cognition in treating math-based learning difficulties
Author: Susan Perry Gurganus
Publisher: Routledge
ISBN: 1000476022
Category : Education
Languages : en
Pages : 497
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Book Description
This richly updated third edition of Math Instruction for Students with Learning Difficulties presents a research-based approach to mathematics instruction designed to build confidence and competence in preservice and inservice PreK- 12 teachers. Referencing benchmarks of both the National Council of Teachers of Mathematics and Common Core State Standards for Mathematics, this essential text addresses teacher and student attitudes towards mathematics as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. Chapters on assessment and instruction precede strands that focus on critical concepts. Replete with suggestions for class activities and field extensions, the new edition features current research across topics and an innovative thread throughout chapters and strands: multi-tiered systems of support as they apply to mathematics instruction.
Author: Ido Roll
Publisher: Springer Nature
ISBN: 3030782700
Category : Computers
Languages : en
Pages : 536
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Book Description
This two-volume set LNAI 12748 and 12749 constitutes the refereed proceedings of the 22nd International Conference on Artificial Intelligence in Education, AIED 2021, held in Utrecht, The Netherlands, in June 2021.* The 40 full papers presented together with 76 short papers, 2 panels papers, 4 industry papers, 4 doctoral consortium, and 6 workshop papers were carefully reviewed and selected from 209 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas. *The conference was held virtually due to the COVID-19 pandemic.
Author: Richard E. Mayer
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 300
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Book Description
