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A comparison of two instructional ap...

Xin, Yan Ping.

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A comparison of two instructional approaches on mathematical word problem solving by students with learning problems.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A comparison of two instructional approaches on mathematical word problem solving by students with learning problems./
Author:	Xin, Yan Ping.
Description:	180 p.
Notes:	Adviser: Asha K. Jitendra.
Contained By:	Dissertation Abstracts International63-12A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3073969
ISBN:	0493937056

A comparison of two instructional approaches on mathematical word problem solving by students with learning problems.
Xin, Yan Ping.

A comparison of two instructional approaches on mathematical word problem solving by students with learning problems. - 180 p.

Adviser: Asha K. Jitendra.

Thesis (Ph.D.)--Lehigh University, 2003.

This study examined the differential effects of two instructional strategies, an explicit schema-based problem solving strategy (SBI) and a traditional general heuristic instructional strategy (TI), on the acquisition, maintenance, and generalization of mathematical word problem solving. In addition, this study examined students' self-perceptions regarding mathematics problem solving before and after instruction and their satisfaction with respect to using the assigned problem solving strategy. Twenty-two middle school students with learning disabilities and problems in mathematics were randomly assigned to treatment conditions (SBI and TI). A repeated measure with control group design was employed to compare the effects of two instructional strategies. On the measure of word problem solving performance, results indicated that the SBI group significantly outperformed the TI group on the posttest, maintenance test (administered 1 to 2 weeks later), and follow-up test (administered 3 weeks to 3 months later). The SBI group also significantly outperformed the TI group on solving transfer problems (i.e., structurally similar but more complex) following the assigned strategy instruction. In addition, the performance of the SBI group on the posttest, maintenance, and follow-up tests surpassed a normative sample of 6<super>th</super> graders. On the measure of students' self-perception and satisfaction, results indicated that the SBI group, especially, liked the schema-based problem solving strategy and liked to solve word problems more than they did prior to the intervention. Implications for practice are discussed.

ISBN: 0493937056Subjects--Topical Terms:

1017588
Education, Mathematics.

A comparison of two instructional approaches on mathematical word problem solving by students with learning problems.
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035 $a (UnM)AAI3073969
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100 1 $a Xin, Yan Ping. $3 1260987
245 1 0 $a A comparison of two instructional approaches on mathematical word problem solving by students with learning problems.
300 $a 180 p.
500 $a Adviser: Asha K. Jitendra.
500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4276.
502 $a Thesis (Ph.D.)--Lehigh University, 2003.
520 $a This study examined the differential effects of two instructional strategies, an explicit schema-based problem solving strategy (SBI) and a traditional general heuristic instructional strategy (TI), on the acquisition, maintenance, and generalization of mathematical word problem solving. In addition, this study examined students' self-perceptions regarding mathematics problem solving before and after instruction and their satisfaction with respect to using the assigned problem solving strategy. Twenty-two middle school students with learning disabilities and problems in mathematics were randomly assigned to treatment conditions (SBI and TI). A repeated measure with control group design was employed to compare the effects of two instructional strategies. On the measure of word problem solving performance, results indicated that the SBI group significantly outperformed the TI group on the posttest, maintenance test (administered 1 to 2 weeks later), and follow-up test (administered 3 weeks to 3 months later). The SBI group also significantly outperformed the TI group on solving transfer problems (i.e., structurally similar but more complex) following the assigned strategy instruction. In addition, the performance of the SBI group on the posttest, maintenance, and follow-up tests surpassed a normative sample of 6<super>th</super> graders. On the measure of students' self-perception and satisfaction, results indicated that the SBI group, especially, liked the schema-based problem solving strategy and liked to solve word problems more than they did prior to the intervention. Implications for practice are discussed.
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650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Secondary. $3 539262
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710 2 0 $a Lehigh University. $3 515436
773 0 $t Dissertation Abstracts International $g 63-12A.
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791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3073969