Improving Understanding of Mathematical Equivalence

2021 ◽  
Vol 114 (1) ◽  
pp. 16-26
Author(s):  
Caroline Byrd Hornburg ◽  
Heather Brletic-Shipley ◽  
Julia M. Matthews ◽  
Nicole M. McNeil
Keyword(s):  
Problem Solving ◽  
Evidence Based ◽  
Arithmetic Problem ◽  
Equal Sign ◽  
Evidence Based Practices ◽  
Problem Solving Strategies ◽  
Mathematical Equivalence ◽  
Concreteness Fading

Modify arithmetic problem formats to make the relational equation structure more transparent. We describe this practice and three additional evidence-based practices: (1) introducing the equal sign outside of arithmetic, (2) concreteness fading activities, and (3) comparing and explaining different problem formats and problem-solving strategies.

Clinical Interventions in Problem-Solving Courts

2019 ◽  
pp. 33-49
Author(s):  
David DeMatteo ◽  
Kirk Heilbrun ◽  
Alice Thornewill ◽  
Shelby Arnold
Keyword(s):  
Problem Solving ◽  
Behavioral Interventions ◽  
Evidence Based ◽  
Therapeutic Communities ◽  
Evidence Based Practices ◽  
Clinical Interventions ◽  
Trauma Informed Care ◽  
Problem Solving Courts ◽  
Trauma Informed ◽  
Assessment Procedures

This chapter focuses on the clinical interventions most commonly delivered in problem-solving courts. The chapter begins with a discussion of the Risk-Needs-Responsivity Model, which provides a foundational context for the interventions used in problem-solving courts and highlights the importance of targeting offender needs—criminogenic needs—related to key outcomes (e.g., reduced recidivism, reduced relapse to drug use). The authors then discuss the various screening and risk assessment procedures used to admit offenders to problem-solving courts, the clinical interventions used in problem-solving courts (e.g., cognitive-behavioral interventions, 12-step programs, therapeutic communities, case management, trauma-informed care), and the use of evidence-based practices in problem-solving courts. The authors note the role of problem-solving courts as a watchdog for service provision and conclude with a section discussing “next steps” for expanding evidence-based interventions in problem-solving courts.

scholarly journals Children Learn When Their Teacher's Gestures and Speech Differ

2005 ◽  
Vol 16 (2) ◽  
pp. 85-89 ◽  
Author(s):  
Melissa A. Singer ◽  
Susan Goldin-Meadow
Keyword(s):  
Problem Solving ◽  
The Third ◽  
Problem Solving Strategies ◽  
Mathematical Equivalence

Teachers gesture when they teach, and those gestures do not always convey the same information as their speech. Gesture thus offers learners a second message. To determine whether learners take advantage of this offer, we gave 160 children in the third and fourth grades instruction in mathematical equivalence. Children were taught either one or two problem-solving strategies in speech accompanied by no gesture, gesture conveying the same strategy, or gesture conveying a different strategy. The children were likely to profit from instruction with gesture, but only when it conveyed a different strategy than speech did. Moreover, two strategies were effective in promoting learning only when the second strategy was taught in gesture, not speech. Gesture thus has an active hand in learning.

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

Sign in / Sign up

Export Citation Format

Share Document