Using a randomized placebo controlled design, we examined the direct and follow-up effects (at 6 and 12 months) of a mathematics tablet intervention. Math training focused primarily on basic arithmetic (addition and subtraction facts up to 12), and secondarily on number knowledge and word problems. We investigated the moderating effects of IQ and…

We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…

This experimental study evaluated the effectiveness of a research-based intervention, schema-based instruction (SBI), on students' proportional problem solving. SBI emphasizes the underlying mathematical structure of problems, uses schematic diagrams to represent information in the problem text, provides explicit problem-solving and metacognitive…

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

Prior studies have not tested whether an instructional intervention aimed at improving metacognitive skills results in changes to student metacognition, motivation, learning, and future learning in the classroom. We examined whether a 6-hr intervention designed to teach the declarative and procedural components of planning, monitoring, and…

Providing exploratory activities prior to explicit instruction can facilitate learning. However, the level of guidance provided during the exploration has largely gone unstudied. In this study, we examined the effects of 1 form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain…

In 2 experiments with 74 high school students, subjects studied worked examples while learning how to translate English expressions into algebraic equations. Those using worked examples outperformed the control group on posttests, made fewer errors, completed work more rapidly, and required less assistance from the teacher. (SLD)

The question of memory-based processing when transfer is delayed was addressed for 181 college students in a transfer-for-training paradigm. Results indicate that the use of a general and a specific schema for retrieval when memory-based processing is required to demonstrate transfer in a problem domain. (SLD)

In two experiments, 102 mechanically naive college students viewed an animation on bicycle tire pump operation with a verbal description before or during the animation or without description. Improved performance of those receiving description during the animation supports a dual-coding hypothesis of connections between visual and verbal stimuli.…

Fifteen learning-disabled (LD), 33 attention disordered (AD), and 28 normal adolescents were assessed with 2 performance measures and 3 behavioral measures while working on mathematics problems. Findings support theoretical predictions that LD and AD children have difficulty with repetitive stimuli, contributing to mathematics deficits. (SLD)