Does Calculation or Word-Problem Instruction Provide a Stronger Route to Prealgebraic Knowledge?

Autor/inn/en	Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.
Titel	Does Calculation or Word-Problem Instruction Provide a Stronger Route to Prealgebraic Knowledge?
Quelle	In: Journal of Educational Psychology, 106 (2014) 4, S.990-1006 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0036793
Schlagwörter	Computation; Word Problems (Mathematics); Mathematics Instruction; Teaching Methods; Algebra; Knowledge Level; Elementary School Mathematics; Grade 2; Mathematics Skills; Intervention; Comparative Analysis; Hypothesis Testing; Scores; Statistical Analysis; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Textaufgabe; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Elementare Mathematik; Schulmathematik; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Hypothesenprüfung; Hypothesentest; Statistische Analyse
Abstract	The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and prealgebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other domain and whether intervention in either or both domains contributes to prealgebraic knowledge. Participants were 1,102 children in 127 second-grade classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation intervention, word-problem intervention, and business-as-usual control. Intervention, which lasted 17 weeks, was designed to provide research-based linkages between arithmetic calculations or arithmetic word problems (depending on condition) and prealgebraic knowledge. Multilevel modeling suggested calculation intervention improved calculation but not word-problem outcomes; word-problem intervention enhanced word-problem but not calculation outcomes; and word-problem intervention provided a stronger route than calculation intervention to prealgebraic knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01