Literaturnachweis - Detailanzeige
| Autor/inn/en | Lin, Xin; Powell, Sarah R. |
|---|---|
| Titel | Exploring Academic and Cognitive Skills Impacting Retention and Acquisition of Word-Problem Knowledge Gained during or after Intervention |
| Quelle | In: Child Development, 94 (2023) 6, (15 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Lin, Xin) ORCID (Powell, Sarah R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13970 |
| Schlagwörter | Elementary School Students; Grade 4; Elementary School Mathematics; Word Problems (Mathematics); Thinking Skills; Intervention; Retention (Psychology); Abstract Reasoning; Mathematics Achievement; Mathematics Skills; Prior Learning |
| Abstract | In the present study, we investigated the impact of a word-problem intervention in retention and acquisition of knowledge after the intervention ended. We based analyses upon Grade 4 students experiencing mathematics difficulty (average age at pretest = 8.77) who received one of two variants of a word-problem intervention (with [n = 111] vs. without [n = 110] embedded pre-algebraic reasoning instruction) and students within a business-as-usual condition (BaU [n = 127]) separately. Findings revealed that students who received the intervention not only tended to retain less, but they also showed more active knowledge acquisition after the intervention ended. Furthermore, word-problem intervention altered the contributions of some prior knowledge and skills on both retention and acquisition. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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