Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students With Mathematics Difficulties

By Asha K. Jitendra, Michael C. Rodriguez, Rebecca Kanive, Ju-Ping Huang, Chris Church, Kelly A. Corroy, Anne F. Zaslofsky. 2013

82 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/34590808cb61ac8f3bccd915f555af683a041fd0

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Citations in the corpus

The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties (2017, background): “SBI is based on the schema theory, which emphasizes the need for students to conceptualize the problem schema, the underlying structure of the problem, to successfully solve math word problems (Jitendra et al., 2013).”
A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties (2013, background): “The present study assessed retention of word problem skills 8 weeks postintervention, whereas other similar studies assessed maintenance at 1 (Jitendra et al., 1998) to 6 weeks (Jitendra, Griffin, Haria, et al., 2007; Jitendra et al., 2013) postintervention.”
Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research (2018, unknown): “For research related to mathematics difficulty, researchers often focus on an additional sample of students: students at risk for developing a mathematics learning disability (e.g., Fuchs et al., 2010; Jitendra et al., 2013; Swanson, Lussier, & Orosco, 2015).”
Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability (2019, methodology): “There is a general four-step process students are explicitly taught in traditional SBI, which includes (a) visual diagrams known as schemas to show the relationships between quantities in the word problem; (b) a heuristic to remember the problem solving process; (c) the use of explicit instruction t”
Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling (2020, background): “The present study further illustrates the importance of several instructional ideas, which aim at increasing students’ attention within word problem interventions (i.e., self-monitoring, small group instruction; Jitendra et al. 2013).”