An Exploratory Validation of Curriculum-Based Mathematical Word Problem-Solving Tasks as Indicators of Mathematics Proficiency for Third Graders
By Asha K. Jitendra, Edward Sczesniak, Andria Deatline-Buchman. 2005
62 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/2607b2225bcd70a43f3eaa715e0c565739e6870f
How researchers see this paper
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In Developmental and Educational Psychology
- E. Shapiro
- John M. Hintze
- Milena A. Keller‐Margulis
- Theodore J. Christ
- Sandra M. Chafouleas
- T. C. Riley-Tillman
- S. Ardoin
- James Clyde DiPerna
In Education
In Statistics and Probability
Citations in the corpus
- What Teachers Say About Student Difficulties Solving Mathematical Word Problems in Grades 2-5 (2013, background): “Interestingly, though numerous authors have investigated the relationship between solving word problems and student success in mathematics, including Jitendra, Sczesniak, and Deatline-Buchman (2005), mentioned earlier, only one out of ten responses alluded to that connection.”
- Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics (2008, result): “These results were similar to other studies examining the correlation of math computation CBM to large-scale achievement tests (Helwig & Tindal, 2002; Jitendra, Szcesniak, & Deadline-Buchman, 2005; Thurber, Shinn, & Smolkowski, 2002).”
- Progress Monitoring Measures in Mathematics (2007, unknown): “The MBSP measures and the word-problem solving measures developed by Jitendra et al. (2005) demonstrated the highest levels of criterion validity, with the majority of the coefficients in the .60 to .80 range.”