scholarly journals Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties

2008 ◽  
Vol 74 (2) ◽  
pp. 155-173 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Pamela M. Seethaler ◽  
Sarah R. Powell ◽  
Douglas Fuchs ◽  
Carol L. Hamlett ◽  
...  
Keyword(s):  
Problem Solving ◽  
General Education ◽  
Word Problem ◽  
Mathematical Problem ◽  
Reading Difficulties ◽  
Mathematical Structure ◽  
Third Grade ◽  
Third Grade Students ◽  
Problem Types ◽  
Wide Range

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students ( n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

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.

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

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

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

VARIOUS PROBLEMS FOR TEACHING GEOMETRY TO THIRD GRADE STUDENTS

2018 ◽  
Vol 28 (3) ◽  
pp. 997-1003
Author(s):  
Gergana Hristova
Keyword(s):  
General Education ◽  
Third Grade ◽  
The European Union ◽  
School Year ◽  
Third Grade Students ◽  
Teaching Geometry ◽  
New Curriculum ◽  
Mathematical Problems ◽  
Key Competencies ◽  
Geometrical Knowledge

The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

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
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