Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.

By Lynn S. Fuchs, Douglas Fuchs, K. Prentice, M. Burch, C. Hamlett, Rhoda Owen, Katie Schroeter. 2003

287 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4fd149ae3999fc2dfbaecb3d3ec4e4f7cf88ff2a

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Executive Function: Implications for Education. NCER 2017-2000. (2016, methodology): “For example, in one experiment (Fuchs et al. 2003), third grade students were randomly assigned to one of three conditions.”
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060. (2009, background): “Darch, Carnine, and Gersten (1984); Fuchs et al. (2003a); Jitendra et al. (1998); Schunk and Cox (1986); Tournaki (2003); Wilson and Sindelar (1991). providing professional development for interventionists.”
A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties (2013, background): “lated with successful problem solving (e.g., Desoete, 2009; Fuchs et al., 2003; Hegarty, Mayer, & Monk, 1995; Schoenfeld, 1992) and is considered a strong predictor of learning performance even when the influence of intelligence is controlled (e.”
A Meta–Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties (2016, methodology): “Small group (two to ﬁve students per group) and one-to-one instruction were the most frequently used intervention delivery modes; only three studies provided the intervention to a larger group of students (Clarke et al., 2011; Fuchs et al., 2003; Fuchs, Fuchs, & Prentice, 2004).”
Enhancing Mathematical Problem Solving for Students with Disabilities (2005, methodology): “In Study 2, we (L. S. Fuchs et al., 2003a) employed an experimental design to separate the effects of self-regulated learning strategies, including goal setting and self-evaluation, on MPS for third-grade children with varying achievement histories.”
Instruction in Reading Comprehension for Primary-Grade Students (2005, background): “To achieve transfer with children of this age, it is often necessary to incorporate transfer-producing variables into training (L. Fuchs et al., 2003; Salomon & Perkins, 1989).”
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, background): “Performance on complex tasks has been shown and theorized to improve with more adept self-regulation (Fuchs et al. 2003).”