Descriptor
Author
| Bogaerts, Hedwig | 1 |
| De Corte, Erik | 1 |
| Fitzgerald, Jill | 1 |
| King, Alison | 1 |
| Lasure, Sabien | 1 |
| Markham, Lynda R. | 1 |
| Montague, Marjorie | 1 |
| Ratinckx, Elie | 1 |
| Van Vaerenbergh, Griet | 1 |
| Verschaffel, Lieven | 1 |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 3 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 4 |
Peer reviewedVerschaffel, Lieven; De Corte, Erik; Lasure, Sabien; Van Vaerenbergh, Griet; Bogaerts, Hedwig; Ratinckx, Elie – Mathematical Thinking and Learning, 1999
Develops and tests a learning environment for teaching and learning how to model and solve mathematical application problems using four classes of fifth graders. Indicates that the intervention had a positive effect on different aspects of pupils' mathematical modeling and problem solving abilities. (Contains 62 references.) (Author/ASK)
Descriptors: Grade 5, Intermediate Grades, Mathematical Applications, Mathematical Models
Peer reviewedKing, Alison – Journal of Educational Psychology, 1991
A question-answering strategy for problem solving is described, and the effects of instruction in that strategy on student learning are examined in a computer-assisted context involving 46 fifth graders. The reasons students trained in guided questions performed better are discussed. (SLD)
Descriptors: Children, Computer Assisted Instruction, Elementary School Students, Grade 5
Download full textFitzgerald, Jill; Markham, Lynda R. – 1987
A study investigated the effects of direct instruction in the process of revision on students' knowledge of the revision process, their ability to make revisions on paper, and the quality of their writing. Subjects, 30 sixth grade students, were divided into an experimental and a control group. The experimental group received instruction in the…
Descriptors: Grade 6, Intermediate Grades, Knowledge Level, Learning Processes
Peer reviewedMontague, Marjorie – Journal of Learning Disabilities, 1992
Six students (ages 12-14) with learning disabilities received either cognitive or metacognitive strategy instruction for mathematical problem solving, followed by instruction in the complementary component. Results indicated that cognitive and metacognitive strategies were more effective than either cognitive or metacognitive strategy instruction…
Descriptors: Cognitive Processes, Instructional Effectiveness, Intermediate Grades, Junior High Schools
