Counting strategies of students struggling in mathematics in a computer-based learning environment

Kim, Soo Jung; Kastberg, Signe E.; Xin, Yan Ping; Lei, Qingli; Liu, Bingyu; Wei, Shuang; Chen, Yingjie

doi:10.1016/j.jmathb.2022.101007

Cited by 6 publications

(5 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Specifically, Module A focuses on students’ conception of “number as the composite unit” (e.g., any number that is larger than 1 can be decomposed into a combination of two numbers, for instance, 4 is made of 3 and 1, or 2 and 2, or 0 and 4) and the development of multi-digit numbers as quantities of tens and ones. The aim of Module A is to challenge children’s counting acts to provoke changes in their mental operations, which will bring about the development of the composite unit (Kim et al, 2022). Module A consists of seven lessons Lesson 1: assessment of composite unit development; Lesson 2: counting using 5 and 10; Lesson 3: composing/decomposing numbers from 1 to 10; Lesson 4: building counting by ones strategies; Lesson 5: building tens and ones structures for numbers from 1 to 20; Lesson 6: using tens and ones structures to add and subtract with multiples of 10; and Lesson 7: using tens and ones structures to add and subtract within 100.…”

Section: Methodsmentioning

confidence: 99%

The Effect of Model-Based Problem Solving on the Performance of Students Who are Struggling in Mathematics

et al. 2023

Self Cite

View full text Add to dashboard Cite

The Nation’s Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology including computer-assisted instruction plays an important role in today’s dynamic learning environments. Currently, there is a lack of computer-assisted intervention programs that systematically teach generalized word problem-solving skills that is driven by mathematical models. Model-based problem solving (MBPS) is one of the essential emphases in the Common Core mathematical practice standards. This study investigated the effects of a web-based computer tutor, MBPS, on enhancing word problem-solving performance of elementary students who are struggling in mathematics. The MBPS tutor incorporates best practices that are identified by the Institute of Educational Sciences’ (IES) latest practice guide including providing systematic instruction, visual and verbal supports, and teaching of precise mathematical language. Findings indicate that the MBPS tutor boosted participants’ performance above and beyond the business-as-usual comparison group.

show abstract

Section: Methodsmentioning

confidence: 99%

The Effect of Model-Based Problem Solving on the Performance of Students Who are Struggling in Mathematics

et al. 2023

Self Cite

View full text Add to dashboard Cite

show abstract

“…The use of CBML in the classroom is associated with students' academic abilities because teachers provide exciting learning opportunities and broader content (de Mendivil et al, 2019;McLaren et al, 2017;Xin et al, 2020;Zhang & Wang, 2020). Applying CBML significantly influences students' mathematical abilities (Kim et al, 2022;Nurjanah et al, 2020;Pereira et al, 2021;Shyshkina et al, 2018). It can be said that the use of CBML has become a trend in learning mathematics in the last decade.…”

Section: Introductionmentioning

confidence: 99%

Meta-Analysis of Computer-Based Mathematics Learning in the Last Decade Scopus Database: Trends and Implications

Tamur¹,

Ndiung²,

Weinhandl

et al. 2023

View full text Add to dashboard Cite

Computer-Based Mathematics Learning (CBML) has gone global in the last decade and is making a substantial impact for educational purposes. But the fact is that in the scientific literature, it is found that studies aimed at testing these theoretical assumptions have inconsistent results. In this regard, this meta-analysis was conducted to determine the effect of CBML and to analyze categorical variables to consider the implications. Data were retrieved from the Scopus database using Publish or Perish between 2010 and 2023. This study examined 29 independent samples from 28 eligible primary studies with 1179 subjects. The population estimate was based on a random effects model, and the CMA software was used as a calculation aid. The study's results provide an overall effect size of 1.03 (large effect). This indicates that applying CBML significantly affects students' mathematical abilities. The four categorical variables considered in the study are discussed to clarify research trends. Furthermore, the research implications are outlined and contribute to future CBML implementation arrangements.

show abstract

“…Many students struggled with math anxiety during their time in school. According to Kim et al (2022), many students struggle more with math today. This could be because standards are becoming more challenging, and more demands are placed on the students.…”

Section: Literature Reviewmentioning

confidence: 99%

Attitudes and Performance of Grade 11 Students in Pre-Calculus Using Strategic Intervention Material

Etcuban,

Daculara, Jr.,

Cutab

et al. 2024

jmss

View full text Add to dashboard Cite

Strategic Intervention Material (SIM) served as instructional support to help students review key ideas and techniques to help them master a competency-based ability they could not achieve during routine class discussions. This study aimed to determine the attitudes and the performance of Grade 11 students in Pre-Calculus using SIM at the three-identified public national high schools in Cebu, Philippines. It employed the descriptive-correlational method to collect data from 97 samples using two questionnaires (A standardized Attitudinal Test by Fennema-Sherman and researchers-made Performance Test in Equations of Circles). The Chi-square test, t-test, frequency, simple percentage, mean, standard deviation, and attitude toward success were used to analyze the respondents' attitudes about pre-calculus regarding confidence in learning, attitude toward success, mathematics as a male domain, and usefulness. The findings demonstrated that SIMs were appropriate for the respondents' needs, with more excellent knowledge gained from the SIM leading to a better understanding of Pre-Calculus, specifically Equations of Circles, which is beneficial when SIM is used as a teaching tool. The study concluded that using SIM in Pre-Calculus as instructional support significantly affected the student's performance in Pre-Calculus, which is effective in learning the subject. The proposed intervention plan was recommended to be implemented, monitored, and evaluated to boost the math performance of the Grade 11 senior high schools.

show abstract

Counting strategies of students struggling in mathematics in a computer-based learning environment

Cited by 6 publications

References 43 publications

The Effect of Model-Based Problem Solving on the Performance of Students Who are Struggling in Mathematics

The Effect of Model-Based Problem Solving on the Performance of Students Who are Struggling in Mathematics

Meta-Analysis of Computer-Based Mathematics Learning in the Last Decade Scopus Database: Trends and Implications

Attitudes and Performance of Grade 11 Students in Pre-Calculus Using Strategic Intervention Material

Contact Info

Product

Resources

About