What underlies successful word problem solving? A path analysis in sixth grade students
By Anton J. H. Boonen, Menno van der Schoot, F. Wesel, M. H. D. Vries, Jelle Jolles. 2013
155 citations recorded by the source corpus.
Subfields: Automotive Engineering, Developmental and Educational Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/9976ccdcd4457fd607d909952253485e17ef85c0
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Automotive Engineering
In Developmental and Educational Psychology
In Statistics and Probability
- R. Roesslein
- John Mouanoutoua
- F. Wesel
- Jelle Jolles
- Nicole M. McKevett
- Ahmed Alghamdi
- Rebecca Edmunds
- Anton J. H. Boonen
Citations in the corpus
- The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis (2020, background): “It is important to note that studies on underlying problem-structure instruction also include explicit instruction, but they are unique in that they focus on the underlying problem structure (e.g., Boonen et al., 2013).”
- The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children (2014, methodology): “One hundred twenty-eight Dutch sixth-grade students (64 boys, M age = 11.73 years, SD age = 0.43 years and 64 girls, M age = 11.72 years, SD age = 0.39 years) from eight elementary schools across the Netherlands took part in this study.”