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Download full textHughes, Scarlet; Cuevas, Joshua – Georgia Educational Researcher, 2020
The purpose of this study was to investigate the frequency with which students use math word problem strategies during and after schema-based instruction. It examines the extent to which students increase their ability to correctly solve word problems. It compares students' attitudes toward mathematics problem solving before and after schema-based…
Descriptors: Schemata (Cognition), Mathematics Instruction, Instructional Effectiveness, Mathematics Skills
Aqazade, Mahtob; Bofferding, Laura; Farmer, Sherri – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
In this study, we explore four, second graders' performances on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, participated in a pretest, small group sessions, one short whole-class lesson on integer addition, and a posttest. Based on their integer mental models…
Descriptors: Grade 2, Elementary School Mathematics, Elementary School Students, Pretests Posttests
Direct linkBurton, Megan – Young Children, 2010
Creating meaningful math experiences that reach children with diverse abilities, home languages, learning styles, and backgrounds is a daunting challenge for all teachers. Primary teachers often receive little professional support for achieving this complicated task in mathematics (NCTM 2000). This article explores how five different math…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Teaching Methods, Student Diversity
