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Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol L.; Katzaroff, Michelle; Dutka, Suzanne – American Educational Research Journal, 1997
The effects of a task-focused goals (TFG) treatment in mathematics were studied with low-achieving students with or without learning disabilities. Results with 40 elementary classrooms showed that TFG students enjoyed the approach, but that increased effort was associated with greater learning only for those without learning disabilities. (SLD)
Descriptors: Educational Objectives, Intermediate Grades, Learning Disabilities, Low Achievement
Peer reviewedKu, Heng-Yu; Sullivan, Howard J. – Educational Technology Research and Development, 2000
Investigates the effects of group personalization of instruction on the mathematics achievement and attitudes of 72 fifth-grade Taiwanese students. Personalization was accomplished by incorporating personal information and preferences provided by students into their mathematics word problems. Students were blocked by ability level, then randomly…
Descriptors: Academic Achievement, Foreign Countries, Grade 5, Individual Characteristics
Peer reviewedWalker, David W.; Poteet, James A. – National Forum of Special Education Journal, 1990
This study compared the effectiveness of a diagrammatic and a keyword method of teaching mathematics problem solving to 70 learning-disabled junior high school students. Results indicated no significant difference between problem-solving performance by students taught with different methods. Potential factors explaining inconsistencies between…
Descriptors: Diagrams, Instructional Effectiveness, Intermediate Grades, Junior High Schools
Peer reviewedAnand, Padma G.; Ross, Steven M. – Journal of Educational Psychology, 1987
The purpose of this research was to design and evaluate a computer based adaptive strategy for teaching mathematics. Results indicated preference for materials with personalized examples for motivation and meaningful learning of problem solving procedures. Practical advantages of the computer-based model for adapting instruction are also…
Descriptors: Analysis of Variance, Aptitude Treatment Interaction, Biographical Inventories, Computer Assisted Instruction
Peer reviewedCardelle-Elawar, Maria – Elementary School Journal, 1990
Describes a study of the effect of teachers' verbal feedback on the ability of bilingual sixth graders to solve mathematical word problems. Treatment was based on Mayer's model of problem solving. Results indicated that theory-based feedback targeted to bilingual students' individual and class needs improved student mathematics performance. (GH)
Descriptors: Bilingual Students, Feedback, Grade 6, Hispanic Americans
Download full textHuinker, DeAnn M. – 1992
Children begin school with the ability to use their informal and implicit conceptual knowledge to guide their problem solving, but shift to the use of superficial strategies in their attempts to solve word problems as they progress through school. This paper describes a study designed to investigate the effects of an instructional sequence that…
Descriptors: Addition, Cognitive Style, Division, Grade 4
