A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving.

Jitendra, Asha K.; Griffin, Cynthia C.; Haria, Priti; Leh, Jayne M.; Adams, Aimee; Kaduvettoor, Anju

doi:10.1037/0022-0663.99.1.115

Cited by 118 publications

(127 citation statements)

References 47 publications

Supporting

Mentioning

120

Contrasting

Unclassified

Order By: Relevance

“…Additional studies have not gone so far as to determine a strategic order to the effectiveness of visual representation strategies, but they have studied the value of schematic and pictorial representations (Hegarty & Kozhevnikov, 1999;Jitendra et al, 2007;van Garderen & Montague, 2003;van Garderen et al, 2012). A general consensus has emerged from this research that would agree with van Garderen's (2008) findings.…”

Section: The Value Of Pictorial and Schematic Representationssupporting

confidence: 57%

“…Word problems become a primary focus because they help students analyze mathematical processes as well as different uses of arithmetic operations (Jitendra et al, 2007, p. 115). Jitendra et al (2007) suggest that successful word problem solving can lead to increased quality of computation skills in middle school students. The researchers also reference a breakdown of the skills students use when solving word problems (Jitendra et al, 2007, p. 115).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

Kribbs¹,

Rogowsky²

2015

IJRES

View full text Add to dashboard Cite

Mathematics word-problems continue to be an insurmountable challenge for many middle school students. Educators have used pictorial and schematic illustrations within the classroom to help students visualize these problems. However, the data shows that pictorial representations can be more harmful than helpful in that they only display objects or persons while neglecting the spatial relationships between those components (Hegarty & Kozhevnikov, p. 686). Research supports schematic diagrams that highlight spatial relationships and focus on related information within the problem (Hegarty & Kozhevnikov, 1999; van Garderen & Montague, 2003). In addition to these strategies, educators have used heuristics (systematic scripted procedures to solve word problems) as a way to provide structure and routine to a variety of word problems. This review of the literature found varying results for the use of some heuristics being implemented in present-day classrooms. On the other hand, both visual-spatial diagrams and heuristics have demonstrated value in middle school special education classrooms. These findings support the further use and research of visual-spatial representations and problemsolving heuristics in order to solve mathematics word problems.

show abstract

Section: The Value Of Pictorial and Schematic Representationssupporting

confidence: 57%

Section: Introductionmentioning

confidence: 99%

A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

Kribbs¹,

Rogowsky²

2015

IJRES

View full text Add to dashboard Cite

show abstract

“…Among all of the articles reviewed in the present study, Jitendra et al (2007) did a good job in reporting and interpreting effect size. The purpose of their study was to investigate the differential effects of a single strategy (schema-based instruction [SBI]) versus multiple strategies (general strategy instruction [GSI]) in promoting mathematical problem solving.…”

Section: An Example Of Reporting and Interpreting Effect Sizementioning

confidence: 99%

A comprehensive review of effect size reporting and interpreting practices in academic journals in education and psychology.

Sun¹,

Pan²,

Wang³

2010

Journal of Educational Psychology

253

146

View full text Add to dashboard Cite

Null hypothesis significance testing has dominated quantitative research in education and psychology. However, the statistical significance of a test as indicated by a p-value does not speak to the practical significance of the study. Thus, reporting effect size to supplement p-value is highly recommended by scholars, journal editors, and academic associations. As a measure of practical significance, effect size quantifies the size of mean differences or strength of associations and directly answers the research questions. Furthermore, a comparison of effect sizes across studies facilitates meta-analytic assessment of the effect size and accumulation of knowledge. In the current comprehensive review, we investigated the most recent effect size reporting and interpreting practices in 1,243 articles published in 14 academic journals from 2005 to 2007. Overall, 49% of the articles reported effect size-57% of which interpreted effect size. As an empirical study for the sake of good research methodology in education and psychology, in the present study we provide an illustrative example of reporting and interpreting effect size in a published study. Furthermore, a 7-step guideline for quantitative researchers is also summarized along with some recommended resources on how to understand and interpret effect size. Burnham, & Thompson, 2000;Kirk, 1996;Plucker, 1997;Robinson & Levin, 1997;Thompson, 1998bThompson, , 1999cThompson, , 1999dThompson & Snyder, 1997). The effectiveness of this recommendation is worthy of a methodological review. Thus, the purpose of the present study was to investigate the effect size reporting and interpreting practices in academic journals in education and psychology areas. To build the present study into a solid theoretical framework, we review the problems and misuses of NHST, and we emphasize the importance of effect size and its relationship with NHST, confidence intervals, and meta-analytical assessment of effect size. An illustrative example of reporting and interpreting effect size in a published study is also presented. To facilitate quantitative researchers' use of effect size, we recommend resources on how to understand and use effect size, and we provide a seven-step guideline for quantitative researchers to conclude the study. Keywords NHSTNHST is a traditional and popular approach to make statistical inference about research questions (Anderson et al., 2000). It is considered to be an objective, scientific procedure for knowledge accumulation (Kirk, 1996). It frames research questions in terms of two contrasting statistical hypotheses. For instance, when the purpose is to examine the effect of a treatment, the null hypothesis states that "the experimental group and the control group are not different with respect to [a specified property of interest] and that any difference found between their means is due to sampling fluctuation" (Carver, 1978, p. 381), whereas the alternative hypothesis states the opposite for a two-tailed test of mean difference as population parameter. When...

show abstract

“…Studies in the existing literature report that the schema approach is effective in teaching verbal mathematics problems to typically developing individuals (Griffin & Jitendra, 2009;Jitendra et al, 2009) as well as those with learning disabilities (Griffin & Jitendra, 2009;Jitendra, DiPipi, & Perron-Jones, 2002;Jitendra & Hoff, 1996;Jitendra, Hoff, & Beck,1999;Jitendra et al, 2007;Na, 2009;Xin, 2008;Xin, Jitendra, & Deatline-Buchman, 2005), emotional and behavioral disorders (Jitendra, George, Sood, & Price, 2010), visual impairment (Tuncer, 2009), and intellectual disorders (Baki, 2014;Jitendra et al, 1998;Karabulut, Yıkmış, Özak, & Karabulut, 2013;Kot, 2014). However, only a limited number of studies have been conducted with individuals with ASD (Rockwell, 2012;Rockwell, Griffin, & Jones, 2011).…”

mentioning

confidence: 99%

“…A student who learns the process and correctly solves the problem related to this process during the process approach instruction could experience difficulties when encountering the same verbal problem with an unknown variance, instead of an unknown result (Engelbrecht, Bergsten, & Kagesten, 2009). The schema approach was developed to compensate for the disadvantages of the process approach (Bender, 2009, p. 111;Jitendra et al, 2007). Schemas used in the solution of verbal mathematics problems are achieved through the direct instruction method (Rockwell, 2012), which involves four steps: (a) creating a need, (b) setting an example, (c) guided applications, and (d) independent application steps (Aykut, 2012, pp.…”

mentioning

confidence: 99%

Effects of a Schema Approach for the Achievement of the Verbal Mathematics Problem-Solving Skills in Individuals with Autism Spectrum Disorders

2017

EDUC SCI-THEOR PRACT

View full text Add to dashboard Cite

Teaching verbal mathematics problem-solving skills to individuals with developmental disorders is important for these individuals to understand cause and effect relations. The present study aimed to determine the effectiveness of a schema approach for individuals with Autism Spectrum Disorders (ASD) acquiring and sustaining verbal mathematics problem-solving skills. The study also aims to investigate the participants' verbal mathematics problem-solving skills, their retention levels after the termination of the application, and generalization of this skill to different types of mathematics problems. Three individuals with ASD aged 9, 11, and 14 participated in the study. A single-subject, multiple-probe design with probe conditions across participant research method was used. The findings demonstrated that instruction with the schema approach increased the participants' verbal mathematics problem-solving performance. This increase was retained 1, 3, and 5 weeks after the instruction was completed. Furthermore, two participants were able to generalize the verbal mathematics problem-solving skills for comparison-type problems with unknown results in comparison-type problems with unknown difference amounts. Social validity data collected from the participants' mothers and classroom teachers showed that both groups had positive views on the use of the schema approach in the instruction of verbal mathematics problem-solving skills.

show abstract

A comparison of single and multiple strategy instruction on third-grade students' mathematical problem solving.

Cited by 118 publications

References 47 publications

A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

A comprehensive review of effect size reporting and interpreting practices in academic journals in education and psychology.

Effects of a Schema Approach for the Achievement of the Verbal Mathematics Problem-Solving Skills in Individuals with Autism Spectrum Disorders

Contact Info

Product

Resources

About