Effects of Contextualized Math Instruction on Problem Solving of Average and Below-Average Achieving Students.

Bottge, Brian A.

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Peer reviewed

ERIC Number: EJ591237

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4669

EISSN: N/A

Effects of Contextualized Math Instruction on Problem Solving of Average and Below-Average Achieving Students.

Bottge, Brian A.

Journal of Special Education, v33 n2 p81-92 Sum 1999

This study examined effects of contextualized math instruction on problem-solving performance of 17 middle school remedial students and 49 average-achieving prealgebra students. Results showed that both remedial and average students receiving contextualized-problem instruction outperformed comparison groups receiving word-problem instruction. Transfer of learning to new situations by remedial students was also observed. (Author/DB)

Descriptors: Context Effect, Instructional Effectiveness, Low Achievement, Mathematics Achievement, Mathematics Instruction, Middle Schools, Problem Solving, Remedial Instruction, Slow Learners, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

IES Cited: ED512043; ED498555