Identifying obstacles is not enough for everybody—Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems

Dröse, Jennifer; Prediger, Susanne

doi:10.1016/j.stueduc.2020.100953

Cited by 4 publications

(9 citation statements)

References 38 publications

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“…In order to investigate how students' noticing and interpreting syntactic structures is reflected on eye-tracking data (the changeability of the eye movement pattern; see below), an intervention was developed and iteratively elaborated for fostering fifth graders' processes of noticing and interpreting (Dröse & Prediger, 2020). Alongside strategic scaffolding (see Prediger & Krägeloh, 2015; for this study the principle of strategic scaffolding is described in Dröse & Prediger, 2021), the core design principle of the intervention is the variation principle.…”

Section: Fostering Students' Processes Of Noticing and Interpreting Through The Variation Principlementioning

confidence: 99%

“…Based on these existing approaches in mathematics and language education, the designed intervention for fifth graders (Dröse, Prediger, & Marcus, 2018) applies the variation principle to word problem text features in order to promote students' abilities to notice and interpret the slightly varied syntactic features. Following the variation principle, three main characteristics are taken into consideration for the intervention (see also Dröse & Prediger, 2021):…”

Section: Fostering Students' Processes Of Noticing and Interpreting Through The Variation Principlementioning

confidence: 99%

“…Empirical evidence for the efficacy of the designed intervention could be provided in a controlled trial with repeated measure design and paper-and-pencil pre-and post-tests for 277 fifth graders (Dröse & Prediger, 2021). The intervention group of fifth graders (n = 118) who followed the designed intervention revealed a high effect size for their intra-group learning gains (d = 0.87) and significantly higher learning gains than the control groups (Ftime x group (1, 274) = 13.41, p< 0.01, 2 = 0.02).…”

Section: Fostering Students' Processes Of Noticing and Interpreting Through The Variation Principlementioning

confidence: 99%

“…A second extension of the existing eye-tracking research will then be given a longitudinal perspective, asking whether an intervention can change students' eye movement patterns, and therefore possibly the processes of noticing and interpreting. This intervention has already been shown to have an impact on performance in paper-and-pencil pre-and post-tests (Dröse & Prediger, 2021) from the pre-intervention eye-tracking experiment (abbreviated pre-ET) to the post-intervention eye-tracking experiment (post-ET). This suggests the third research question: RQ3.…”

Section: Research Questionsmentioning

confidence: 99%

“…The longitudinal eye-tracking study was embedded in a large intervention study whose entire sample consisted of 126 students. The intervention in view aimed at enhancing students' ability to deal with word problems, such as the one shown in Figure 1, drawing upon two design principles: strategic scaffolding (not in view of this article) and raising students' language awareness for syntactic features using the variation principle (for a detailed description of the intervention see Dröse, 2019;Dröse & Prediger, 2021).…”

Section: Embedding In a Larger Intervention Studymentioning

confidence: 99%

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Investigating Students’ Processes of Noticing and Interpreting Syntactic Language Features in Word Problem Solving through Eye-Tracking

Dröse¹,

Prediger²,

Neugebauer³

et al. 2021

INT ELECT J MATH ED

Self Cite

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Syntactic language features of word problems have often been identified by assessment studies and interview studies as potential obstacles in word problem solving. However, students' processes of noticing and interpreting these features have only rarely been investigated in depth because noticing is hard to investigate. Eye-tracking methodology has already been shown to be a suitable methodology for analyzing noticing other word problem features, but not yet for syntactic features. The longitudinal eye-tracking study presented here analyzes fifth graders' processes of noticing and interpreting of syntactic word problems before and after an intervention on word problem solving. Based on the eye-mind hypothesis, the study captures students' noticing through eyetracking, whereas interpreting can be captured by their solutions. The analysis of pre-intervention data reveals that long fixations cannot be identified with successful noticing and vice versa. But when comparing the net dwell time (i.e., the time that students look at the words indicating syntactic structures) before and after the intervention, an interesting decrease is revealed. This decrease occurs for both expected and less expected syntactic structures, regardless of the accuracy of mathematization. Meanwhile, analyzing the revisits of students indicates differences between items with more or less expected structures and correctly or incorrectly mathematized items. Methodologically, the article contributes to understanding which eye-tracking measures are relevant for capturing changes in students' processes of noticing syntactic language features: The revisits and scan paths reveal more insights than the net dwell time.

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Section: Fostering Students' Processes Of Noticing and Interpreting Through The Variation Principlementioning

confidence: 99%

Section: Fostering Students' Processes Of Noticing and Interpreting Through The Variation Principlementioning

confidence: 99%

Section: Fostering Students' Processes Of Noticing and Interpreting Through The Variation Principlementioning

confidence: 99%

Section: Research Questionsmentioning

confidence: 99%

Section: Embedding In a Larger Intervention Studymentioning

confidence: 99%

See 3 more Smart Citations

Investigating Students’ Processes of Noticing and Interpreting Syntactic Language Features in Word Problem Solving through Eye-Tracking

Dröse¹,

Prediger²,

Neugebauer³

et al. 2021

INT ELECT J MATH ED

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Effectiveness of language‐sensitive subject teaching: Heterogeneity and quality of the evidence and implications for future research

Vasylyeva,

Woerfel,

Twente

et al. 2024

Review of Education

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We report and appraise the heterogeneity and quality of 53 primary studies included in a systematic review project on the effectiveness of language‐sensitive subject teaching in primary and secondary education to provide a comprehensive overview of the research field and to give detailed recommendations for future research. We followed a systematic review process adhering to existing guidelines and procedures to define inclusion and quality criteria for experimental, quasi‐experimental and observational studies published since 1990 in English and German. We performed an extensive search, screened on titles, abstracts and full texts, and found 55 studies to meet the inclusion criteria. Out of these studies, 53 studies fulfilled the quality criteria (assessment of internal validity) and were included in the review. Most of the studies show that students taught with language‐sensitive approaches achieve the same or better results than students taught using non‐language‐sensitive approaches for at least one content or language learning outcome (for the results of the narrative synthesis, see Höfler et al., Zeitschrift für Erziehungswissenschaft, 2023, 27, 449). Here, we examine in detail the characteristics of the included studies in terms of the heterogeneity of populations, interventions, outcomes, and study designs and provide arguments for a careful interpretation of the review results. We argue that limited methodological and reporting quality introduce risk of bias to varying degrees. We address methodological issues and gaps in research and present our detailed recommendations for future work informed by our findings. Context and implicationsRationale for this study: This paper systematises the heterogeneity, quality and scope of the studies on the effectiveness of language‐sensitive teaching and gives detailed recommendations for future research.Why the new findings matter: Our findings help shape the trajectory of research on language‐sensitive subject teaching.Implications for researchers and policy makers: This article describes the state of knowledge concerning the effectiveness of language‐sensitive subject teaching. Our results provide educators and educational researchers with a systematised overview of the tested approaches and their effect on different learning outcomes. Based on our assessment of the study quality and the transferability of the results, we point out research gaps and offer detailed recommendations to help researchers design new research projects. Our results will also aid policy makers in deciding what evidence to consider in the context of evidence‐based practice as well as in the formulation of future funding directives.

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Sprache und Mathematiklernen

Leiss,

Gerlach,

Wessel

et al. 2023

Handbuch Der Mathematikdidaktik

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Identifying obstacles is not enough for everybody—Differential efficacy of an intervention fostering fifth graders’ comprehension for word problems

Cited by 4 publications

References 38 publications

Investigating Students’ Processes of Noticing and Interpreting Syntactic Language Features in Word Problem Solving through Eye-Tracking

Investigating Students’ Processes of Noticing and Interpreting Syntactic Language Features in Word Problem Solving through Eye-Tracking

Effectiveness of language‐sensitive subject teaching: Heterogeneity and quality of the evidence and implications for future research

Sprache und Mathematiklernen

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