| Title: |
Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Pre-Algebraic Reasoning Instruction within Word-Problem Intervention |
| Language: |
English |
| Authors: |
Powell, Sarah R. (ORCID 0000-0002-6424-6160); Berry, Katherine A.; Fall, Anna-Maria; Roberts, Greg; Fuchs, Lynn S.; Barnes, Marcia A. |
| Source: |
Grantee Submission. 2021. |
| Peer Reviewed: |
Y |
| Page Count: |
48 |
| Publication Date: |
2021 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324A150078 |
| Document Type: |
Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 3; Primary Education |
| Descriptors: |
Word Problems (Mathematics); Mathematics Instruction; Problem Solving; Intervention; Teaching Methods; Algebra; Learning Problems; Thinking Skills; Schemata (Cognition); Comparative Analysis; Correlation; Visual Aids; Grade 3; Elementary School Students; Elementary School Teachers; Urban Schools; Evaluators; Pretests Posttests; Mathematics Tests; Outcomes of Education |
| DOI: |
10.1037/edu0000513 |
| Abstract: |
The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improves word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or one of two variants of word-problem intervention. The pre-algebraic reasoning component targeted relational understanding of the equal sign as well as standard and nonstandard equation solving. Intervention occurred for 16 weeks, 3 times per week, 30 min per session. Sequential mediation models revealed main effects, in which each intervention condition significantly and substantially outperformed the business-as-usual condition, corroborating prior research on the efficacy of schema word-problem intervention. Yet despite comparable effects on word-problem outcomes between the two word-problem conditions, the process by which effects accrued differed: An indirect path via equal-sign understanding and then equation solving was significant only for the word-problem intervention condition with embedded pre-algebraic reasoning instruction. Additionally, the effect of this condition on equal-sign reasoning was strong. Given the link between equal-sign reasoning for success with algebra and the importance of algebra for success with advanced mathematics, results suggest an advantage for embedding pre-algebraic reasoning instruction within word-problem intervention. [This paper was published in "Journal of Educational Psychology" v113 n5 p898-910 2021.] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2022 |
| Accession Number: |
ED616732 |
| Database: |
ERIC |