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Article de revue:
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ID no. (ISBN etc.): 00220671
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Clé de citation BibTeX: Jitendra2007
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Jitendra, A. K., Sczesniak, E., Griffin, C. C., & Deatline-Buchman, A. (2007). Mathematical word problem solving in third-grade classrooms. Journal of Educational Research, 100(5), pp. 283–302.
Ajoutée par: Sterenn Audo 2008-02-13 14:17:59 Dernièrement modifiée par: Sterenn Audo 2008-02-13 16:33:02
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Catégories: Apprentissage mathématiques, Full text, Résolution de problèmes
Descripteurs: CLASSROOMS, Learning, problem solving, Special Education, Students, TEACHING, WORD problems (Mathematics)
Auteurs: Deatline-Buchman, Griffin, Jitendra, Sczesniak
Collection: Journal of Educational Research
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Nombre de vues: 341
Popularité: 30.94%
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Résumé
The authors conducted design or classroom experiments (R. Gersten, S. Baker, & J. W. Lloyd, 2000) at 2 sites (Pennsylvania and Florida) to test the effectiveness of schema-based instruction (SBI) prior to conducting formal experimental studies. Results of Study 1 conducted in 2 3rd-grade, low-ability classrooms and 1 special education classroom indicated mean score improvements from pretest to posttest on word problem solving and computation fluency measures. In addition, student perceptions of SBI according to a strategy satisfaction questionnaire revealed SBI as effective in helping solve word problems. Results of Study 2, which included a heterogeneous (high-, average-, and low-achieving) sample of 3rd graders, also revealed student improvement on the word problem solving and computation fluency measures. However, the outcomes were not as positive in Study 2 as in Study 1. Lessons learned from the 2 studies are discussed with regard to teaching and learning mathematical word problem solving for different groups of students. [ABSTRACT FROM AUTHOR]
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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