ERIC Number: ED670864
Record Type: Non-Journal
Publication Date: 2012
Pages: 10
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Mathematical Problem Solving Practice Guide Review Protocol, Version 2.1
What Works Clearinghouse
This protocol guided the review of research that informed the recommendations contained in the What Works Clearinghouse (WWC) practice guide "Improving Mathematical Problem Solving in Grades 4 through 8," published in May 2012. The research review involved the following steps: (1) The research staff searched the professional literature to identify relevant studies. Additional studies were identified by the expert panel; (2) Studies were screened to determine whether they were within the scope of the practice guide; and (3) Eligible studies were assessed against WWC evidence standards. This document contains information about: (1) the purpose statement that guided the work of the panel and the research team; (2) procedures for conducting the literature search; (3) eligibility criteria for reviewing relevant studies; and (4) technical issues including attrition and group equivalence.
Descriptors: Elementary School Mathematics, Elementary School Students, Middle School Mathematics, Middle School Students, Mathematics Curriculum, Mathematics Education, Mathematics Instruction, Problem Solving, Mathematical Concepts, Curriculum Guides, Research Reports, Research Methodology, Selection Criteria, Standards, Evidence Based Practice, Educational Strategies, Lesson Plans, Visual Aids
What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
IES Funded: Yes
Grant or Contract Numbers: N/A
Department of Education Funded: Yes
Author Affiliations: N/A