Teaching Mathematical Word Problem Solving

Jitendra, Asha K.; Petersen‐Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung Gang; Egan, Andrea M.

doi:10.1177/0022219413487408

Cited by 97 publications

(86 citation statements)

References 70 publications

(367 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on their application of Gersten et al's (2005) quality indicators, Jitendra et al (2011Jitendra et al ( , 2015 categorized 18 of the 36 (50%) group experimental studies that met their inclusion criteria as being of unacceptable quality. Accordingly, as per Gersten et al's procedures, half of otherwise eligible studies were not considered in these evidence-based reviews.…”

Section: Discussionmentioning

confidence: 99%

“…For studies in the Jitendra et al (2015) review, outcomes were measures of mathematics word problem solving. We considered only the primary effect sizes when multiple outcomes were examined in studies.…”

Section: Outcomes Evaluatedmentioning

confidence: 99%

“…We did not consider maintenance or transfer measures. Jitendra et al (2011Jitendra et al ( , 2015 applied Gersten et al's (2005) criteria to classify studies as high, acceptable, or unacceptable quality. Gersten et al required high-and acceptable-quality studies to address all or all but 1 of 10 essential quality indicators.…”

Section: Outcomes Evaluatedmentioning

confidence: 99%

See 2 more Smart Citations

A Preliminary Investigation of the Empirical Validity of Study Quality Appraisal

2016

Self Cite

View full text Add to dashboard Cite

When classifying the evidence base of practices, special education scholars typically appraise study quality to identify and exclude from consideration in their reviews unacceptable-quality studies that are likely biased and might bias review findings if included. However, study quality appraisals used in the process of identifying evidence-based practices for students with learning and other disabilities have not been empirically validated (e.g., studies classified as unacceptable quality shown to have different, and presumably more biased, effects than high-quality studies). Using Gersten et al.’s (2005) approach for appraising the quality of group experimental studies in special education, we examined whether (a) studies classified as unacceptable quality and high quality had meaningfully different effects and (b) unacceptable-quality studies were more likely to have outlying effects than high-quality studies among 36 group experimental studies that investigated the effectiveness of instructional practices for students with learning disabilities. Our preliminary analyses found that the effects of unacceptable-quality studies were not meaningfully different from the effects of high-quality studies. We discuss implications of these findings and call for more research to be conducted in this area.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Outcomes Evaluatedmentioning

confidence: 99%

See 1 more Smart Citation

A Preliminary Investigation of the Empirical Validity of Study Quality Appraisal

2016

Self Cite

View full text Add to dashboard Cite

show abstract

“…Visual representations support students' abilities to connect mathematical concepts with procedures and provide scaffolds for problem solving (e.g., Fuson, 1990;Jitendra et al, 2015). Visual representations include number lines, manipulatives, informal drawings, graphs, etc.…”

Section: Visual Representationsmentioning

confidence: 99%

“…In addition to these instructional practices, SMD benefit from structures that support their ability to complete complex tasks. These structures, which include mnemonics, organizers, and guiding questions, support students with completing multi-step problems, organizing information, monitoring thinking when problem solving, or recalling facts (e.g., Jitendra et al, 2015;Montague, Enders, & Dietz, 2011). Therefore, we identified this as a sixth instructional practice that is integrated into the rubrics as a means to support students' independence when using mathematics.…”

Section: Accurate Precise and Meaningful Languagementioning

confidence: 99%

Developing an understanding procedures observation rubric for mathematics intervention teachers

Crawford

Johnson

Zheng

et al. 2020

School Sci & Mathematics

View full text Add to dashboard Cite

This study describes the initial psychometric evaluation of an Understanding Procedures observation rubric. The instrument is intended to provide feedback to teachers working in mathematics intervention settings. The rubric translates the research base from mathematics education and special education into practice in the form of specific items and descriptors of performance levels. A sample of 16 intervention teachers across three states provided three videos each of their instruction of students in mathematics intervention classes. Ten external raters evaluated the videos. We analyze the ratings using many‐facet Rasch measurement. Analyses of the teacher, item, rater, and lesson facets show good psychometric quality for the instrument. Implications for research and professional development are discussed.

show abstract

Enhancing high schoolers' creative thinking and complex problem‐solving abilities: Examining the effectiveness of spirituality

Pandya

2021

Psychology in the Schools

View full text Add to dashboard Cite

High schoolers' creative thinking and complex problemsolving abilities are important for determining achievement.There is a need to investigate whether spiritual training delivered via a microblogging social networking platform would be effective. This article reports a study that examines the impact of Twitter-based spiritual posts on high school students' (N pre-test = 272; N post-test = 234) creativity and problem-solving abilities. Results indicated that spiritual posts were effective as compared with the control condition comprising general creativity-enhancement posts. Post-test outcomes were higher for girls, middle class, who had mothers as primary caregivers, whose primary caregivers were highly qualified, living in standard family arrangements, scoring high on conscientiousness, emotional stability, and openness to experience personality characteristics, and whose intervention compliance in terms of reading/liking posts and homework was above threshold (>30). Intervention adherence mediated the association between demographic and personality characteristics and outcomes. Latent class analysis indicated eight clusters/subgroups of participants reporting maximum post-test gains: female, middle class, with mothers as primary caregivers, whose primary caregivers were higher qualified, who were highly conscientious and open to experience, and whose intervention compliance was above threshold.

show abstract

Teaching Mathematical Word Problem Solving

Cited by 97 publications

References 70 publications

A Preliminary Investigation of the Empirical Validity of Study Quality Appraisal

A Preliminary Investigation of the Empirical Validity of Study Quality Appraisal

Developing an understanding procedures observation rubric for mathematics intervention teachers

Enhancing high schoolers' creative thinking and complex problem‐solving abilities: Examining the effectiveness of spirituality

Contact Info

Product

Resources

About