Effects of Feedback Tailored to Bilingual Students' Mathematics Needs on Verbal Problem Solving.

Cardelle-Elawar, Maria

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Peer reviewed

ERIC Number: EJ423491

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0013-5984

EISSN: N/A

Effects of Feedback Tailored to Bilingual Students' Mathematics Needs on Verbal Problem Solving.

Cardelle-Elawar, Maria

Elementary School Journal, v91 n2 p165-76 Nov 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, Inservice Teacher Education, Instructional Effectiveness, Intermediate Grades, Mathematics Instruction, Mathematics Teachers, Problem Solving, Remedial Mathematics, Word Problems (Mathematics)

Publication Type: Journal Articles; Reports - Descriptive; 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

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/74298

IES Cited: ED532215