A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

Xin, Yan Ping; Zhang, Dake; Park, Joo Young; Tom, Kinsey; Whipple, Amanda J.; Si, Luo

doi:10.1080/00220671.2010.487080

Cited by 49 publications

(60 citation statements)

References 24 publications

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“…Second, as part of test administration, the examiner worked an example of solving for x with an equation and filling in the missing box within function table. Third, in other studies, elementary students learned to use a variable (e.g., x ) to represent an unknown and to solve for the unknown with little difficulty (e.g., Fuchs et al., ; Hewitt, ; Jitendra et al., ; Powell & Fuchs, ; Powell, Fuchs, et al., in press; Xin et al., ).…”

Section: Methodsmentioning

confidence: 99%

Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?

Powell

Fuchs

2014

Learn Disabil Res Pract

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According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 2nd- grade students, we administered (a) measures of calculations and word problems in the fall and (b) an assessment of pre-algebraic reasoning, with items that assessed solving equations and functions, in the spring. Based on the calculation and word-problem measures, we placed 148 students into 1 of 4 difficulty status categories: typically performing, calculation difficulty, word-problem difficulty, or difficulty with calculations and word problems. Analyses of variance were conducted on the 148 students; path analytic mediation analyses were conducted on the larger sample of 789 students. Across analyses, results corroborated the finding that word-problem difficulty is more strongly associated with difficulty with pre-algebraic reasoning. As an indicator of later algebra difficulty, word-problem difficulty may be a more useful predictor than calculation difficulty, and students with word-problem difficulty may require a different level of algebraic reasoning intervention than students with calculation difficulty.

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Section: Methodsmentioning

confidence: 99%

Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?

Powell

Fuchs

2014

Learn Disabil Res Pract

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“…Being exposed to mathematical representations, learners "acquire a set of tools that significantly expand their capacity to model and interpret physical, social, and mathematical phenomena" (NCTM, 2000, p. 4). In this regard, external representations can also serve as a means to overcome students' misconceptions in science classes (Thompson & Logue, 2006).…”

Section: Representations In Mathematicsmentioning

confidence: 99%

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2018

IJE

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and the United States. While the contexts are different, the themes are relevant to educators globally. The themes of the articles in this issue are as diverse as the countries from which they came. The research reported covers TPACK, artificial intelligence, social and emotional education, mathematics, child development workers, mentoring, learner-generated digital media, and conducting experiments prior to teaching of concepts. We hope that you enjoy these articles, find application for them in your own contexts, and consider sharing your own research and experiences in the journal. The next issue is due to be published on June 1st, 2019. A thank you to all who have submitted articles in 2018. The huge response we have had to calls for papers demonstrates the many research projects being conducted in the field of education. Thanks go to all the reviewers throughout the year, many of whom have willingly accepted the role for more than one issue. Special thanks also to the associate editors, Lynda Leavitt, Massoud Moslehpour and Raimond Selke, who have made my job easier and to the IAFOR publications team for their hard work and dedication. I look forward to building on our strengths throughout 2019.

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“…En cuanto la evidencia empírica en apoyo a este modelo hay resultados muy favorables, por ejemplo: con estudiantes de educación básica en problemas con las matemáticas, en especial con las multiplicaciones y enfatizando conceptos pre-algebraicos (Xin, 2008;Xin et al 2008;García, Vázquez y Zarzosa, 2013); explorando la solución de problemas complejos en varias situaciones, también con niños de educación básica (Xin & Zhang, 2009); el modelo COMPS con énfasis en la representación en términos de ecuaciones, comparado contra una enseñanza de tipo heurístico (Xin et al 2011); etcétera.…”

Section: Un Modelo Más Parsimonioso El Modelo Compsunclassified

Aportes conceptuales y derivaciones tecnológicas en Psicología y Educación

Morales¹,

Meléndrez²,

Jiménez³

2017

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A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

Abstract: A follow-up meta-analysis for wordproblem-solving interventions for students with mathematics difficulties.

Cited by 49 publications

References 24 publications

Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?

Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?

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Aportes conceptuales y derivaciones tecnológicas en Psicología y Educación

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