scholarly journals Reasoning Behaviors of Mathematics Difficulties Students in Solving Multiplication Integers

2018 ◽  
Author(s):  
Fitri Tri Hana Padang ◽  
Yusuf Fuad ◽  
Rooselyna Ekawati
Keyword(s):  
Mathematics Difficulties

The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties

2017 ◽  
Vol 40 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Lisa L. Morin ◽  
Silvana M. R. Watson ◽  
Peggy Hester ◽  
Sharon Raver
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Mathematics Difficulties

Helping Students With Mathematics Difficulties Understand Ratios and Proportions

2016 ◽  
Vol 49 (2) ◽  
pp. 96-105 ◽  
Author(s):  
Barbara Dougherty ◽  
Diane Pedrotty Bryant ◽  
Brian R. Bryant ◽  
Mikyung Shin
Keyword(s):  
Mathematics Difficulties

A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties

2013 ◽  
Vol 114 (2) ◽  
pp. 252-276 ◽  
Author(s):  
Asha K. Jitendra ◽  
Danielle N. Dupuis ◽  
Michael C. Rodriguez ◽  
Anne F. Zaslofsky ◽  
Susan Slater ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Third Grade ◽  
Randomized Controlled ◽  
Third Grade Students ◽  
Mathematics Difficulties ◽  
Based Instruction ◽  
The Impact

A Process Approach to Describing Mathematics Difficulties in Girls With Turner Syndrome

PEDIATRICS ◽  
1998 ◽  
Vol 102 (Supplement_3) ◽  
pp. 492-496
Author(s):  
Michèle M. M. Mazzocco
Keyword(s):  
Mathematics Achievement ◽  
Turner Syndrome ◽  
Fragile X Syndrome ◽  
Fragile X ◽  
Process Approach ◽  
Group Differences ◽  
Achievement Scores ◽  
Mathematics Difficulties ◽  
Visuospatial Skills ◽  
Mathematics Difficulty

Objective. To expand on previous reports of mathematics difficulty in girls with Turner syndrome (TS). Methods. Mathematics performance was examined by evaluating the types of errors made on mathematics achievement subtests by 29 girls with TS, 26 girls with fragile X syndrome (another genetic condition associated with mathematics difficulty), and 41 girls with neither disorder. Correlations between mathematics achievement scores and measures of IQ, attention, and visuospatial skills were also examined. Results. Relatively low mathematics achievement was evident in girls with TS before 10 years of age, and a higher percentage of girls with TS made operation (57%) and alignment (48%) errors on a mathematics calculations test than did girls with fragile X syndrome (19% and 14%, respectively). No group differences were found for procedural or multiplication table errors. Girls with TS attempted more “unfamiliar” problems than did girls with fragile X syndrome or girls in the comparison group. Mathematics achievement scores in girls with TS were positively correlated with Judgment of Line Orientation and Wechsler Intelligence Scale for Children–Revised Third Factor scores; these correlations differed from those in the other groups. Conclusions. The qualitative group differences observed further support the concept of specificity of the TS phenotype and illustrate the importance of a process approach to assessment.

The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties

2019 ◽  
pp. 073194871986549
Author(s):  
Xin Lin ◽  
Peng Peng ◽  
Hongjing Luo
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Memory Processing ◽  
Mathematics Vocabulary ◽  
Mathematics Competence ◽  
Mathematics Difficulties ◽  
And Mathematics

The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.

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