Teaching Mathematical Word Problem Solving The Quality of Evidence for Strategy Instruction Priming the Problem Structure
This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research stu...
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| Published in | Journal of learning disabilities Vol. 48; no. 1; pp. 51 - 72 |
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| Main Authors | , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.01.2015
SAGE Publications and Hammill Institute on Disabilities SAGE PUBLICATIONS, INC |
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| Abstract | This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed. |
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| AbstractList | This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed. This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed. Adapted from the source document. |
| Author | Zaslofsky, Anne F. Lein, Amy E. Kunkel, Amy K. Jung, Pyung-Gang Jitendra, Asha K. Petersen-Brown, Shawna Egan, Andrea M. |
| Author_xml | – sequence: 1 givenname: Asha K. surname: Jitendra fullname: Jitendra, Asha K. – sequence: 2 givenname: Shawna surname: Petersen-Brown fullname: Petersen-Brown, Shawna – sequence: 3 givenname: Amy E. surname: Lein fullname: Lein, Amy E. – sequence: 4 givenname: Anne F. surname: Zaslofsky fullname: Zaslofsky, Anne F. – sequence: 5 givenname: Amy K. surname: Kunkel fullname: Kunkel, Amy K. – sequence: 6 givenname: Pyung-Gang surname: Jung fullname: Jung, Pyung-Gang – sequence: 7 givenname: Andrea M. surname: Egan fullname: Egan, Andrea M. |
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| Keywords | problem solving/calculation mathematics strategy instruction |
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| Snippet | This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with... |
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| SubjectTerms | Adolescent At risk At Risk Students Best Practices Child Criteria Disabled Children - education Evaluation Research Evidence Based Practice Evidence based research Humans Instructional design Learning Disabilities Learning disabled students Learning Disorders - rehabilitation Learning Strategies Literature Reviews Mathematical problems Mathematics Mathematics - education Mathematics Instruction Metacognition Pretests Posttests Priming Problem Solving Quasiexperimental Design Research Design Research Methodology Risk Special education Students Teaching Teaching - methods Word Problems (Mathematics) |
| Subtitle | The Quality of Evidence for Strategy Instruction Priming the Problem Structure |
| Title | Teaching Mathematical Word Problem Solving |
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