Effects of Mathematical Word Problem—Solving Instruction on Middle School Students with Learning Problems

By Yan Ping Xin, Asha K. Jitendra, Andria Deatline-Buchman. 2005

263 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/102e7f655533b98acb1b8d6eb5964abdeb3f68b3

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Citations in the corpus

Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties? (2016, background): “, internal consistency, test-retest reliability, or interrater agreement) for the outcome measures, only five studies (Fuchs et al., 2013, 2014; Jitendra et al., 1998, 2013; Xin et al., 2005) also documented that data collectors were blind to conditions to meet this indicator.”
A Follow–Up of Mathematics Interventions for Secondary Students with Learning Disabilities (2007, background): “Inamore recent study, Xin et al. (2005) researched the effects of SBI versus general strategy instruction (GSI) with 22 students with math difﬁculties.”
Improving Students' Proportional Thinking Using Schema-Based Instruction (2011, methodology): “This study extended prior work by Xin et al. (2005) in several ways, including a substantial expansion of the topics and schemata included within the intervention (including ratios, equivalent fractions, rates, and percents), the use of classroom teachers for providing instruction, an emphasis on…”
A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness (2011, result): “The results of this study supported and extended existing studies in teaching model expression (Xin, 2008 ; Xin, Jitendra, & Deatline-Buchman, 2005 ; Xin, Wiles, & Lin, 2008 ).”
A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties (2013, background): “…particular problem types (e.g., compare) is effective for improving student learning and impacting transfer to solve novel problems compared to heuristic training involving a version of Pólya’s problem solving model (Jitendra, Griffin, Haria, et al., 2007; Jitendra et al., 1998; Xin et al., 2005).”
Word Problem-Solving Instruction in Inclusive Third-Grade Mathematics Classrooms (2009, methodology): “In addition, Jitendra and colleagues used schematic diagrams as part of SBI to teach elementary and middle school students with disabilities and those at risk for mathematics difficulties (e.g., Jitendra, DiPipi, & Perron-Jones, 2002; Jitendra, Griffin, Deatline-Buchman, et at., 2007; Jitendra et al”
The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties (2017, background): “…(2013) contended that visual-schematic strategies supported the visual-spatial WM of students with MD. SBI has produced positive outcomes by supporting students with MD in math word problem solving across problem types and student age groups (Jitendra et al., 1998; Xin, 2008; Xin et al., 2005).”
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, methodology): “…instruction; six did not report the instructional setting (Bottge & Hasselbring, 1993; Fede et al., 2013; Moran et al. (2014); Shiah et al., 1994; Xin et al., 2005, 2011); two did not report the instructional arrangement (Fede et al., 2013; Owen & Fuchs, 2002); and two did not indicate who…”
Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities (2020, methodology): “, doctoral students) and classroom teachers jointly served as interventionists in one study (Xin et al., 2005).”
Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment (2013, methodology): “Several studies (Jitendra et al., 2007; Jitendra et al., 1998; Xin et al., 2005) have shown that heuristic training in SBI linked to particular problem types (e.g., additive and multiplicative compare, proportion) is more effective than heuristic training involving a version of Pólya’s…”