A Life Skills Approach to Mathematics Instruction

Patton, James R.; Cronin, Mary E.; Bassett, Diane S.; Koppel, Annie E.

doi:10.1177/002221949703000205

Cited by 60 publications

(8 citation statements)

References 8 publications

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“…Second, educators should continue to consider the importance of generalization of mathematical problem-solving tasks into more real-world situations (i.e., real-world applicability in mathematics). Even though students with LD often struggle in all aspects of mathematics, students should still receive opportunities to engage in unstructured realistic problems with appropriate instructional supports or the gap between their mathematical knowledge and their real-life use will continue to widen (Patton, Cronin, Bassett, & Koppel, 1997). This has potential long-lasting negative impacts for students with LD because so many day-to-day activities now require the use of mathematics.…”

Section: Implications and Limitationsmentioning

confidence: 99%

Enhancing Mathematical Problem Solving for Secondary Students with or at Risk of Learning Disabilities: A Literature Review

Hwang

Riccomini

2016

Learn Disabil Res Pract

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Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem-solving tasks as well as generalizing to different contexts; both requirements are particularly challenging for many students with learning disabilities. An in-depth review of research was completed to (1) demonstrate how interventions targeting mathematical problem solving are categorized into heuristic, semantic, or authentic approaches; (2) explore the degree to which generalization is presented in each approach; and (3) determine the efficacy of each intervention approach. Experimental studies (n = 17) demonstrating the effects of interventions designed to enhance mathematical problem solving for secondary students with or at risk of learning disabilities were analyzed. Findings indicate that the efficacy of the three intervention approaches varies, and that the real-world connections differ. Implications for research and practice are discussed.

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Section: Implications and Limitationsmentioning

confidence: 99%

Enhancing Mathematical Problem Solving for Secondary Students with or at Risk of Learning Disabilities: A Literature Review

Hwang

Riccomini

2016

Learn Disabil Res Pract

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“…Fluency of basic arithmetic skills is important for advanced mathematical achievement (e.g., Geary, 2011;Patton, Cronin, Bassett, & Koppel, 1997) and valuable in daily life. Towards the end of grade 1, children are expected to become fluent in the addition and subtraction of simple sums.…”

Section: Introductionmentioning

confidence: 99%

Effects of a tablet game intervention on simple addition and subtraction fluency in first graders

Ven

Segers

Takashima

2017

Computers in Human Behavior

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In the present study, we aimed to playfully improve arithmetic fluency skills with a tablet game training. Participants were 103 grade 1 children from regular primary schools. The tablet game was tested with a pretest-posttest control group design, and consisted of a racing game environment in which the player competed against a virtual opponent by rapidly solving addition and subtraction problems up to 20. During the 5-week intervention, one group (n ¼ 52) practiced with the game while another group (n ¼ 51) continued regular education without the game. Before, directly after, and three months after the intervention, we applied an arithmetic test to measure simple addition and subtraction skills in both symbolic (Arabic; 4) and non-symbolic (dots; ::) number notations. The intervention group increased significantly more on dot-subtraction efficiency than the control group, an effect which was prominent directly after the intervention. Since i) dot-subtraction is considered to rely more on calculation than the other arithmetic types that we measured and ii) the dot problem-answer representations were not practiced during the intervention, our results suggest that the tablet game promoted arithmetic fluency by benefitting calculation efficiency rather than retrieval efficiency or the switch from calculation to retrieval.

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“…A recent report from the National Mathematics Advisory Panel (NMAP, 2008) indicated that children in this country cannot solve single–digit addition, subtraction, multiplication, or division problems as quickly or efficiently as students from other countries. The NMAP postulated that these differences in computational fluency were related to the quantity and quality of practice within the classroom.…”

mentioning

confidence: 99%

Meta-Analysis of Mathematic Basic-Fact Fluency Interventions: A Component Analysis

Codding

Burns

Lukito

2011

Learning Disabilities Research &Amp; Practice

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Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures. A component analysis of practice elements was conducted and treatment intensity and feasibility were examined. Findings suggest that drill and practice with modeling produced the largest effect sizes. Treatments with more than 3 components yielded higher effect sizes than those with fewer than 3, and a combination of treatment agents lead to better outcomes than a single agent. Other findings pertaining to prebaseline assessment, treatment time, experimental design employed, and treatment setting are also discussed. About the AuthorsRobin S. Codding, PhD is currently an associate professor of school psychology at the University of Massachusetts, Boston. Her research interests include data-based decision-making, academic assessment and interventions, and treatment integrity.Gracia Lukito earned her EdS in school psychology at the University of Massachusetts-Boston and is currently employed as a school psychologist in the Quincy Public School District. Her research interests include data-based decision making and interventions.Matthew K. Burns, PhD is a professor of educational psychology and coordinator of the school psychology program at the University of Minnesota. He has published over 100 articles and book chapters on topics including response to intervention, assessing the instructional level, academic interventions, and facilitating problem-solving teams.

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A Life Skills Approach to Mathematics Instruction

Cited by 60 publications

References 8 publications

Enhancing Mathematical Problem Solving for Secondary Students with or at Risk of Learning Disabilities: A Literature Review

Enhancing Mathematical Problem Solving for Secondary Students with or at Risk of Learning Disabilities: A Literature Review

Effects of a tablet game intervention on simple addition and subtraction fluency in first graders

Meta-Analysis of Mathematic Basic-Fact Fluency Interventions: A Component Analysis

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