scholarly journals Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?

2014 ◽  
Vol 29 (3) ◽  
pp. 106-116 ◽  
Author(s):  
Sarah R. Powell ◽  
Lynn S. Fuchs
Keyword(s):  
Word Problems ◽  
Algebraic Reasoning ◽  
Early Algebraic Reasoning

Meaningful Mathematical Representations and Early Algebraic Reasoning

2002 ◽  
Vol 9 (2) ◽  
pp. 76-80
Author(s):  
Cheryl A. Lubinski ◽  
Albert D. Otto
Keyword(s):  
Teaching And Learning ◽  
Mathematics Instruction ◽  
Communication Process ◽  
Algebraic Reasoning ◽  
Written Communication ◽  
Mathematical Representations ◽  
Mathematical Ideas ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Early Algebraic Reasoning

Both oral and written communication play an important role in teaching and learning mathematics (NCTM 2000). Students and teachers exchange ideas about their understanding of, and thinking about, mathematics by communicating with one another. An important part of this communication process is the choice of symbols used to represent that thinking (Hiebert 1989). The process of representing mathematical ideas using symbols and expressions should begin at the earliest stages of mathematics instruction and appear in the context of ideas to which young students can relate (Carey 1992).

Schema-Based Instruction Implemented Under Routine Conditions

2019 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E Lingo ◽  
Faye Autry-Schreffler ◽  
Malarie Deardorff ◽  
Leslie Mathews ◽  
...  
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Probe Design ◽  
Resource Room ◽  
Group Settings ◽  
Intervention Protocol ◽  
Prior Literature ◽  
Based Instruction

Students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. One specific intervention identified as a promising practice for students with a SLD is schema-based instruction (SBI). The current projects aimed to tests the efficacy of SBI under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we examined student problem solving performance on word problems requiring two-steps and combined schema structures. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance for all students on simple structure word problems, with the magnitude of effects varying across cases. The NAP, Tau, and BC-SMD effect sizes were used to quantify effects. Implications were discussed in regard to systematic replication and conditions that may impact fidelity.

Sign in / Sign up

Export Citation Format

Share Document