Effect of webbing instructional strategy on students’ achievement in algebraic word problems

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
ABC Orji ◽  
U Anaduaka
Keyword(s):  
Word Problems ◽  
Instructional Strategy

The Effect of Schema-Based Instruction in Solving Mathematics Word Problems: An Emphasis on Prealgebraic Conceptualization of Multiplicative Relations

2008 ◽  
Vol 39 (5) ◽  
pp. 526-551
Author(s):  
Yan Ping Xin
Keyword(s):  
Elementary Students ◽  
Word Problems ◽  
Instructional Strategy ◽  
Mathematics Learning ◽  
Functional Relation ◽  
Strategy Instruction ◽  
Algebraic Thinking ◽  
Students With Learning Disabilities ◽  
Based Instruction ◽  
Multiple Probe

The purpose of this study was to examine the effects of a schema-based instructional strategy that emphasizes prealgebraic conceptualization of multiplicative relations on solving arithmetic word problems with elementary students with learning disabilities or problems (LP). Participants were 4 fifth graders with LP in a Midwestern urban public elementary school. An adapted multiple-probe-across-participants design was employed to assess the functional relation between the schema-based instructional strategy instruction and students' performance while solving word problems. The results of the study demonstrated the effectiveness of the schema-based instructional strategy with elementary students with LP. Introducing symbolic representation and algebraic thinking in earlier grades may facilitate a smoother transition from elementary to higher level mathematics learning and improve middle and high school mathematics performance.

Low Stakes Writing as an Instructional Strategy to Engage Students

2011 ◽  
Vol 16 (1) ◽  
Author(s):  
Carmel Parker White ◽  
Susan Reichelt ◽  
Barbara Woods
Keyword(s):  
Instructional Strategy

PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF STAD DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA SEKOLAH DASAR NEGERI 054938 ALUR DUA KECAMATAN SEI LEPAN PANGKALAN BRANDAN KABUPATEN LANGKAT

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Uthman Uthman
Keyword(s):  
Primary School ◽  
Learning Style ◽  
Instructional Strategy ◽  
Visual Learning ◽  
Learning Achievement ◽  
Kinesthetic Learning ◽  
The Difference ◽  
Education Of Students

The objectives of this research were to discover: (1) the difference in learning<br />achievement of Islam Religion Education of students taught by cooperative<br />instructional strategy STAD type and student taught by expository instructional<br />strategy, (2) the a difference of learning style Islam Religion education with visual,<br />auditory and kinesthetic, learning style, and (3) the interaction between instructional<br />strategy and learning style in affecting learning achievement of learning style Islam<br />religion education. The population was Grade V students of Primary School Inti<br />Number SD Negeri 054938 Alur Dua Sei Lepan Pangkalan Brandan Langkat regency<br />consisting of three classes. The sample chosen for instructional class using STAD was<br />class Vc with 40 students, while those taught by expository was class Vb with 40<br />students. The results of the findings were: (1) the average of Islam Religion Education<br />of students taught by STAD instructional strategy ( X = 29,95) was higher than the<br />average of students taught by expositoyi instructional strategy ( X = 28,62) with Fcount<br />= 12,46 &gt; Ftable = 3, 972), the avarage learning achievement of Islam religion education<br />with kinesthetic learning style ( X = 29,77) and visual learning style ( X = 25.35) with<br />Fcount = 5,92 &gt; Ftable = 3,972, and (3) there was an interaction between instructional<br />strategy and learning style toward students learning achievement Islam Religion<br />education with Fcount = 23.84 &gt; Ftable = 3,972.

Schema-Based Instruction Implemented Under Routine Conditions

2019 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E Lingo ◽  
Faye Autry-Schreffler ◽  
Malarie Deardorff ◽  
Leslie Mathews ◽  
...  
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Probe Design ◽  
Resource Room ◽  
Group Settings ◽  
Intervention Protocol ◽  
Prior Literature ◽  
Based Instruction

Students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. One specific intervention identified as a promising practice for students with a SLD is schema-based instruction (SBI). The current projects aimed to tests the efficacy of SBI under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we examined student problem solving performance on word problems requiring two-steps and combined schema structures. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance for all students on simple structure word problems, with the magnitude of effects varying across cases. The NAP, Tau, and BC-SMD effect sizes were used to quantify effects. Implications were discussed in regard to systematic replication and conditions that may impact fidelity.

scholarly journals Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School

2021 ◽  
Vol 11 (4) ◽  
pp. 155
Author(s):  
Gonzalo Duque de Blas ◽  
Isabel Gómez-Veiga ◽  
Juan A. García-Madruga
Keyword(s):  
Academic Performance ◽  
Word Problems ◽  
Spatial Reasoning ◽  
Deductive Reasoning ◽  
Executive Processes ◽  
Mathematical Operation ◽  
Visual Spatial ◽  
And Mathematics ◽  
The One ◽  
Memory Resources

Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem’s statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual–spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography (β = 0.25) and Mathematics (β = 0.23).

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.

Sign in / Sign up

Export Citation Format

Share Document