Exploring a Conceptual Model-Based Approach to Teaching Situated Word Problems

Autor/inn/en	Xin, Yan Ping; Zhang, Dake
Titel	Exploring a Conceptual Model-Based Approach to Teaching Situated Word Problems
Quelle	In: Journal of Educational Research, 102 (2009) 6, S.427-442 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Problem Solving; Word Problems (Mathematics); Mathematical Models; Mathematics Skills; Grade 4; Grade 5; At Risk Students; Learning Disabilities; Elementary School Mathematics; Intervention; Standardized Tests; Educational Opportunities; Teaching Methods + Suchen Sie Ihr Suchwort? Problemlösen; Textaufgabe; Mathematical model; Mathematisches Modell; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Learning handicap; Lernbehinderung; Elementare Mathematik; Schulmathematik; Standadised tests; Standardisierter Test; Bildungsangebot; Bildungschance; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The authors explored the effects of teaching conceptual model-based problem-solving instruction on students' ability to solve problems in various situations. Participants were 3 4th-and 5th-grade students with or at risk for mathematics disabilities. The authors used an adapted multiple-probe across-participants design to assess the functional relation between the intervention and the students' problem-solving performance. The results indicate that the intervention improved students' performance on researcher-designed criterion tests and a norm-referenced standardized test (i.e., the problem-solving subtest of the KeyMath Revised Normative Update; A. J. Connolly, 1998). The authors discuss the results in the context of providing students with appropriate educational opportunities, including carefully designed instruction. (Contains 2 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10