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Author: Amber Squire Moran
Publisher:
ISBN: 9781267020314
Category :
Languages : en
Pages : 145
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Book Description
The purpose of this study was to examine the effectiveness of a mathematics problem solving intervention strategies for 3rd grade students identified as having a Mathematics Disability and students who are English Learners. The intervention targeted specific proposition within word problems as a means to enhance solution accuracy. Three instructional interventions explicitly directed students' attention to different propositions within word problems through writing out and paraphrasing. Two studies were conducted over two academic school years. In Study 1, intervention was directed to seventy (n = 70) students operationally identified as having Math Disabilities (md), whereas Study 2 was direct to seventy-two (n = 72) students who were English Learners. Results from both studies provide support for the effectiveness of interventions that directs students to restate/paraphrase components (propositions) of mathematics word problems relative to the control conditions. Results from Study 1 indicated that restating and paraphrasing components of a word problem that primarily includes the irrelevant information had the greatest impact on mathematical problem solving accuracy. Results in Study 2 indicated that identifying, restating, and paraphrasing all the necessary information had the greatest impact on mathematical problem solving accuracy. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Amber Squire Moran
Publisher:
ISBN: 9781267020314
Category :
Languages : en
Pages : 145
Get Book Here
Book Description
The purpose of this study was to examine the effectiveness of a mathematics problem solving intervention strategies for 3rd grade students identified as having a Mathematics Disability and students who are English Learners. The intervention targeted specific proposition within word problems as a means to enhance solution accuracy. Three instructional interventions explicitly directed students' attention to different propositions within word problems through writing out and paraphrasing. Two studies were conducted over two academic school years. In Study 1, intervention was directed to seventy (n = 70) students operationally identified as having Math Disabilities (md), whereas Study 2 was direct to seventy-two (n = 72) students who were English Learners. Results from both studies provide support for the effectiveness of interventions that directs students to restate/paraphrase components (propositions) of mathematics word problems relative to the control conditions. Results from Study 1 indicated that restating and paraphrasing components of a word problem that primarily includes the irrelevant information had the greatest impact on mathematical problem solving accuracy. Results in Study 2 indicated that identifying, restating, and paraphrasing all the necessary information had the greatest impact on mathematical problem solving accuracy. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Jennifer Eun Re Kong
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 116
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Book Description
Mathematical word problems require complex processes beyond basic math skills, such as the use of linguistic information, identifying relevant information, and constructing the appropriate problem statement (Fuchs et al., 2006; Swanson, 2006). English learners (ELs) in particular may experience more difficulty with math problem solving because of the need to preserve information while at the same time processing information in a second language (Swanson, Kehler, & Jerman, 2010). In light of the significance of math problem solving to children's mathematical achievement, research to identify effective instructional strategies for problem solving is critical. Few studies have investigated the effectiveness of a word problem solving intervention for students who are both ELs and at risk for mathematic disabilities (MD). Paraphrasing intervention has been found to be an effective intervention towards improving problem solving accuracy with monolingual children (e.g., Moran, Swanson, Gerber, & Fung, 2014), but its application to children learning a second language has not been tested. This study aims to fill this gap in research by utilizing a multiple baseline design to assess the effectiveness of a paraphrasing intervention on the problem solving performance for 9 third grade students who are ELs and at risk for MD. This study also investigated the extent to which the paraphrasing intervention facilitated transfer to calculation and reading comprehension measures. Tau-U effect sizes were calculated to determine improvement between baseline and intervention phases, as well as positive trends during the intervention phase. In general, positive gains occurred as a function of the treatment condition, supporting the hypothesis that paraphrasing word problem solving intervention improved students' one- and two-step word-problem solving skills. However, the magnitude of the effect sizes was in the low to moderate range on the targeted measures. The magnitude of the effect sizes were small for the transfer measures, suggesting that the paraphrasing intervention had minimal influence on transfer to calculation and reading comprehension measures. The results suggest that although positive effects in problem solving accuracy can occur with EL children, further research is necessary to identify more robust intervention procedures.
Author: Hiroshi Hara
Publisher:
ISBN:
Category : Anemones
Languages : en
Pages :
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Book Description
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: Leonard Dale Brown
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 37
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Book Description
This study examines the relationship between reading comprehension and mathematical word problem-solving. Specifically the study utilizes a single-subject alternating treatments design to compare three different math word problem-solving treatments and their effects on solution accuracy for three third grade students who were exhibiting difficulties in reading and math. The three treatments consisted of a reading fluency and comprehension intervention, a math strategy intervention, and an intervention that integrated both strategies. The current study did not result in conclusive findings regarding the relative effectiveness of the three treatments, but did begin to show some promising trends that suggest the importance of including reading comprehension components to math word-problem lessons and interventions. The current study discusses both the results and limitations of the study, and provides recommendations for further research.
Author: Lauren A. Delisio
Publisher:
ISBN:
Category :
Languages : en
Pages : 245
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Book Description
The purpose of this study was to determine the effects of an intervention on the ability of students with and without disabilities in inclusive fourth and fifth grade classrooms to solve word problems in mathematics. The intervention package was comprised of a graphic organizer, the K-N-W-S, video models of the researcher teaching the strategy to a student avatar from a virtual simulated classroom, TeachLivE[trade mark sign], and daily word problems for students to practice the strategy. The researcher used a quasi-experimental group design with a treatment and a control group to determine the impact of the intervention. Students were assessed on their performance via a pretest and posttest. Analyses of data were conducted on individual test items to assess patterns in performance by mathematical word problem type. The effects of the intervention on SWD, students with ASD, and students without disabilities varied widely between groups as well as amongst individual students, indicating a need for further studies on the effects of mathematics strategy instruction on students with varying needs and abilities.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages :
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Book Description
This project analyzed whether poor reading comprehension skills will affect the achievement of third grade students in the area of mathematics problem solving. This is a problem facing teachers and administrators because problem solving is a key component of state assessments. Moreover, students in the United States typically score lower in mathematics than language arts on these assessments. An initial awareness of this problem originated in the work setting, and was then carefully scrutinized through an extensive review of the literature. Upon examining the literature, the writer observed that other related factors may be affecting mathematics problem solving. This paper then focused on four main areas: the language and personalization of mathematics word problems, comorbid mathematics and reading learning disorders, working memory and information processing, and metacognition and mathematics problem solving. After careful analysis of these four areas, it was determined by the writer that poor comprehension skills can create mathematics problem solving difficulties for students. A solution was then designed that combined several strategies revealed in the literature. The solution complements the Everyday Mathematics curriculum that is currently implemented in the setting. Specifically, the solution entails the creation of a number story guide, which would incorporate the language of mathematics, the reinforcement of metacognitive skills, and the presentation of math in a real world context.
Author: Dolores Burton
Publisher: Corwin Press
ISBN: 1412997097
Category : Education
Languages : en
Pages : 241
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Book Description
Are you prepared for the RTI evolution? This comprehensive toolkit will bring you up to speed on why RTI is one of the most important educational initiatives in recent history and sets the stage for its future role in teacher education and practice. The authors demonstrate innovative ways to use RTI to inform instruction and guide curriculum development in inclusive classroom settings. Your RTI implementation team will find strategies, techniques, and checklists for evaluating existing programs and implementing RTI effectively. The text′s broad perspective includes: A concise description of RTI′s history and evolution A leadership framework for school and district administrators Applications in reading and literacy, mathematics, and behavior support Guidelines for involving parents, students, and communities In addition, chapters address progress monitoring, instructional support teams, and creating time for RTI in middle and high schools. The text is supported by online technology links that include video, audio, and print media--everything you need to optimize RTI for the new landscape of 21st-century education.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309147433
Category : Education
Languages : en
Pages : 399
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Book Description
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Author: Asha K. Jitendra
Publisher: Pro-Ed
ISBN:
Category : Education
Languages : en
Pages : 316
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Book Description
This is a detailed-scripted program using Schema-Based Instruction (SBI), designed as a framework for instructional implementation. It is primarily for school practitioners (e.g., special and general education teachers, school psychologists, etc.) teaching critical word problem solving skills to students with disabilities, grades 1-8.
