Supplemental Material for Effects of Small-Group Tutoring With and Without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

2008 ◽  
Keyword(s):  
At Risk ◽  
Problem Solving ◽  
Small Group ◽  
Classroom Instruction ◽  
At Risk Students ◽  
Math Problem ◽  
Math Problem Solving ◽  
Better Than

Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students With Mathematics Difficulties

2012 ◽  
Vol 36 (1) ◽  
pp. 21-35 ◽  
Author(s):  
Asha K. Jitendra ◽  
Michael Rodriguez ◽  
Rebecca Kanive ◽  
Ju-Ping Huang ◽  
Chris Church ◽  
...  
Keyword(s):  
At Risk ◽  
Problem Solving ◽  
Small Group ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
At Risk Students ◽  
Mathematical Structure ◽  
Third Grade ◽  
Third Grade Students ◽  
And Mathematics

This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical structure of additive problems to represent and solve word problems. At-risk students ( N = 136) from 35 classrooms scoring below a proficiency level on their district accountability assessment were assigned randomly to treatment groups. Results indicated interaction effects on the word problem-solving (WPS) posttest and retention tests such that SBI students with higher incoming (pretest) WPS scores outperformed SBC students with higher pretest scores, whereas SBC students with lower pretest scores outperformed SBI students with lower pretest scores. No effects were found on number combinations automaticity, and mathematics and reading achievement. Implications to improve the problem-solving performance of at-risk students are discussed.

Cognitive ability and math computation developmental relations with math problem solving: An integrated, multigroup approach.

2019 ◽  
Vol 34 (1) ◽  
pp. 96-108 ◽  
Author(s):  
Ethan F. Villeneuve ◽  
Daniel B. Hajovsky ◽  
Benjamin A. Mason ◽  
Brittany M. Lewno
Keyword(s):  
Problem Solving ◽  
Cognitive Ability ◽  
Math Problem ◽  
Math Problem Solving

scholarly journals Probalistic Thinking Based on Probabilistic Thinking Responses to Math Problem Solving

2021 ◽  
Vol 1720 ◽  
pp. 012017
Author(s):  
Yulia Maftuhah Hidayati ◽  
Nurul Afifah ◽  
Nurhidayat ◽  
Djalal Fuadi ◽  
Apuanor ◽  
...  
Keyword(s):  
Problem Solving ◽  
Math Problem ◽  
Probabilistic Thinking ◽  
Math Problem Solving

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS VIII SMP

2017 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Sri Utami ◽  
Lalu Sucipto
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Learning Model ◽  
T Test ◽  
Problem Solving Skills ◽  
Math Problem ◽  
Math Problem Solving ◽  
Cluster Random Sampling

Abstrak - Penelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran Team Assisted Individualization (TAI) terhadap kemampuan pemecahan masalah matematika siswa. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Salafiyah Darul Falah Mataram yang berjumlah 153 siswa. Sampel dalam penelitian ini yaitu kelas VIII B dengan jumlah 28 siswa. Jenis penelitian yang digunakan adalah penelitian kuantitatif, dengan desain pre-eksperimen (One Group Pretest Postest Design). Teknik pengambilan sampel yaitu menggunakan teknik cluster  random sampling . Teknik analisis data menggunakan uji-t test Sampel Related. Hasil perhitungan uji-t tes Sampel Related  didapatkan  sebesar dan sebesar dengan taraf signifikan . Karena , maka menunjukkan bahwa model pembelajaran Team Assisted Individualization (TAI) efektif terhadap kemampuan pemecahan masalah matematika siswa.Abstract: This study aims to determine the effectiveness of Teachers Assisted Individualization (TAI) learning model for students' math problem solving skills. The population in this study is the students of grade VIII SMP Salafiyah Darul Falah Mataram, amounting to 153 students. The sample in this research is class VIII B with the number of 28 students. The type of research used is quantitative research, with pre-experiment design (One Group Pretest Postest Design). The sampling technique is using cluster random sampling technique. Technique of data analysis using test-t test Sampel Related. The result of t-test calculation of Sample Related test obtained t_hitung equal to 19,01 and t_table equal to 2,052 with significant level 5%. Because t_hitung≥t_tabel, then show that Team Assisted Individualization (TAI) learning model effective to student's math problem solving ability.

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