Enhancing Arithmetic and Word-Problem Solving Skills Efficiently by Individualized Computer-Assisted Practice

Abstract

ABSTRACT. The fluency of basic arithmetical operations is a precondition for mathematical problem solving. However, the training of skills plays a minor role in contemporary mathematics instruction. The authors proposed individualization of practice as a means to improve its efficiency, so that the time spent with the training of skills is minimized. As a tool to relieve teachers from the time-consuming tasks of individual diagnosis, selection of problems, and immediate feedback, they developed adaptive training software. The authors evaluated the application of the software in 2 naturalistic studies with 9 third-grade classes. Results show that even a moderate amount of individualized practice was associated with large improvements of arithmetic skills and problem solving, even after a follow-up period of 3 months.

Individual variance in responsiveness to early computerized mathematics intervention

“…However, utilizing diverse content Schoppek and Tulis (2010); children without mathematics difficulties) and Kucian et al (2011; children with developmental dyscalculia) reported stable effects in primary schoolaged children after intensive CAI. Reid (2012, 2013) also used mixed training content when introducing CAI to at-risk young children (performance below 25%), but the authors followed the effect only for 2 weeks.…”

“…Despite generally positive results, the stability of improvements stemming from the intervention is rarely reported. Nonetheless, Kucian et al (2011) and Schoppek and Tulis (2010) have demonstrated the delayed effects of a shortterm intervention that utilized a variety of mathematics content (see descriptions in Table 1). …”

Language Literacy and Mathematics Competence Effect Toward Word Problems Solving

“…If one aspect is sufficient, then other aspects will be sufficient and improved, too. Language literacy and basic mathematics competence have strong relation with word problem solving (Schoppek & Tulis, 2010). These two aspects are involved in important points in the process of word problem solving, thus the effect is enormous in determining the success of students in solving word problem.…”

“…Larwin even stresses that students' low language literacy should be addressed after being known by teacher because this issue may hamper students' learning in the next stages. Schoppek & Tulis (2010) stated that basic mathematics competence, compared to motivation, gives more significant impact to solving word problems. Beside that, basic mathematics competence and language literacy are two factors that are always involved in every word problem solving process (Seifi, Haghverdi, & Azizmohamadi, 2012).…”

Transitional feedback schedules during computer-based problem-solving practice

“…Although feedback has been widely examined in classroom settings (Bangert-Drowns, Kulik, Kulik, & Morgan, 1991), typically with a teacher as the agent of feedback, meta-analyses conducted by Kluger and Denisi (1996) indicated computerized feedback actually produced stronger effect sizes than other modes of feedback (Cohen's ̅ comp = 0.41; ̅ other = 0.23). In contrast to teacher-led instruction to an entire class, computer-based instruction where each student has his/her own computer provides each student individualized feedback and allows each student to individually pace the progression through the lesson (Schoppek & Tulis, 2010;Yang, et al, 2012).…”