A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving.

2007 ◽  
Vol 99 (1) ◽  
pp. 115-127 ◽  
Author(s):  
Asha K. Jitendra ◽  
Cynthia C. Griffin ◽  
Priti Haria ◽  
Jayne Leh ◽  
Aimee Adams ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Strategy Instruction ◽  
Third Grade ◽  
Mathematical Problem Solving ◽  
Third Grade Students ◽  
Multiple Strategy

Enhancing mathematical problem solving among third-grade students with schema-based instruction.

2004 ◽  
Vol 96 (4) ◽  
pp. 635-647 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Karin Prentice ◽  
Carol L. Hamlett ◽  
Robin Finelli ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Third Grade ◽  
Mathematical Problem Solving ◽  
Third Grade Students ◽  
Based Instruction

Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving.

2003 ◽  
Vol 95 (2) ◽  
pp. 293-305 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Karin Prentice ◽  
Mindy Burch ◽  
Carol L. Hamlett ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Third Grade ◽  
Mathematical Problem Solving ◽  
Transfer Effects ◽  
Third Grade Students

Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.

2003 ◽  
Vol 95 (2) ◽  
pp. 306-315 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Karin Prentice ◽  
Mindy Burch ◽  
Carole L. Hamlett ◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Mathematical Problem ◽  
Third Grade ◽  
Mathematical Problem Solving ◽  
Grade Student ◽  
Self Regulated Learning ◽  
Regulated Learning

The Effects of Cognitive Strategy Instruction on the Mathematical Problem Solving of Adolescents With Spina Bifida

2010 ◽  
Vol 45 (3) ◽  
pp. 171-183 ◽  
Author(s):  
Judy Coughlin ◽  
Marjorie Montague
Keyword(s):  
Problem Solving ◽  
Spina Bifida ◽  
Mathematical Problem ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Mathematical Problem Solving ◽  
Cognitive Strategy Instruction ◽  
Math Problem Solving ◽  
One Step ◽  
Math Problems

This study investigated the effects of cognitive strategy instruction on the mathematical problem solving of three adolescents with spina bifida. Conditions of the multiple-baseline across-individuals design included baseline, two levels of treatment, posttesting, and maintenance. Treatment 1 focused on one-step math problems, and Treatment 2 focused on two-step problems. All students substantially improved as measured by performance on criterion tests of math problem solving. Discussion centers on the need for intervention studies with students with spina bifida that specifically address their unique characteristics and the adaptations and accommodations that benefit these students.

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