Literaturnachweis - Detailanzeige
| Autor/inn/en | Fuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L.; Appleton, Amanda C. |
|---|---|
| Titel | Explicitly Teaching for Transfer: Effects on the Mathematical Problem-Solving Performance of Students with Mathematics Disabilities. |
| Quelle | In: Learning Disabilities: Research & Practice, 17 (2002) 2, S.90-106Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0938-8982 |
| Schlagwörter | Computer Assisted Instruction; Elementary Secondary Education; Generalization; Instructional Effectiveness; Learning Disabilities; Mathematics; Mathematics Instruction; Problem Solving; Teaching Methods; Transfer of Training; Tutorial Programs; Word Problems (Mathematics) Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Learning handicap; Lernbehinderung; Mathematik; Mathematics lessons; Mathematikunterricht; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Textaufgabe |
| Abstract | A small-group mathematical problem-solving tutorial treatment with explicit instruction including transfer to novel problems was evaluated with 40 students. On word problems and transfer word problems, tutoring effected reliably stronger growth, although effects on real-world problem solving, while moderate to large, were not statistically significant. Computer-assisted practice added little value beyond tutoring. (Contains references.) (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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