Teaching Third Graders about Real‐Life Mathematical Problem Solving: A Randomized Controlled Study

Abstract

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers

“…Written calculation and calculation principles are positively associated with onestep word problems, but not with multiple-step or highcomplexity word problems (e.g., addition, subtraction, multiplication, division, and fraction) (Andersson 2008;Fuchs and Fuchs 2002;Fuchs et al 2006Fuchs et al , 2008Tolar et al 2012). Thus, computation ability may be related to word problem solving ability in children with ASD.…”

“…Everyday mathematical knowledge represents the mathematical concepts that are learned in everyday experiences and contexts and it is often regarded as mathematical background knowledge or real-world knowledge (Ginsburg et al 2001;Fuchs et al 2006;Vukovic and Siegel 2010). Children with mathematical difficulties show deficits in various areas of everyday mathematical knowledge (Jordan and Hanich 2000;Vukovic and Siegel 2010).…”

“…This seems to indicate that all the factors (sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge) are important for children with ASD to solve different kinds of word problems. Computation is a typical component of mathematics word problem instruction (Fuchs et al 2006). However, calculation alone is not enough to improve word problem solving ability of individual with ASD.…”

Aportes conceptuales y derivaciones tecnológicas en Psicología y Educación

“…Autores destacados dentro de esta tendencia han sido: Lyn y Douglas Fuchs; Asha Jitendra; Sara Powell y Yan Ping Xin (cuyos trabajos más representativos han sido citados en la Bibliografía). Se han considerado condiciones como: clasificación para problemas de multiplicación y división (Aguilar y Navarro, 2000); ampliar esquemas para transferir el aprendizaje a nuevos problemas y condiciones cotidianas (Fuchs & Fuchs, 2005;Fuchs, et al 2006); el grado de dificultad según el tipo de problema (García, Jiménez & Hess, 2006); representación con esquemas algebraicos y grado escolar donde se puede iniciar esta enseñanza (Fuchs et al 2010); también se ha tenido éxito en el esfuerzo porque pasen a un segundo plano características irrelevantes de los problemas como: cambios de formato, vocabulario, modo de plantear la incógnita; problemas que involucran más de una estructura (Fuchs et al, 2004); etcétera.…”

Applying a Universal Design for Learning Framework to Mediate the Language Demands of Mathematics

“…Learners attend more when material is personally relevant. In math, real-world problems such as anchored math (Bottge et al, 2007;Fuchs et al, 2006), situating students on opposing sides of math disagreements (Barlow & McCrory, 2011), and including culturally relevant instructional materials (Bay-Williams & Livers, 2009;Leonard, Davis, & Sidler, 2008) increase engagement and focus on critical thinking skills. Finally, struggling math learners are often afraid of making public errors and therefore do not have the confidence to share their answers (Baxter et al, 2005); an accepting and supportive classroom facilitates engagement (Carver & Scheier, 2005).…”