Reconceptualizing Mathematics Problem Solving for Low-Achieving Students

By B. Bottge. 2001

86 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e29fd92439003c33ea5e64d1e6b0a53389c0502f

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties (2012, unknown): “…solving as an independent measure (Brosvic, Dihoff, & Epstein, 2006; Calhoon & Fuchs, 2003; Kroesbergen, Van Luit, & Maas, 2004; Mayfield & Vollmer, 2007; Witzel, Riccomini, & Schneider, 2008) or was not empirical (e.g., Bottge, 2001; Garcia, Jiménez, & Hess, 2006; Naglieri, & Johnson, 2000).”
Instructing Low‐Achievers in Mathematical Word Problem Solving (2010, background): “It is critical to find ways to support both task orientation and metacognition while teaching cognitive strategies (Boekaerts, 2002; Borkowski et al., 1992; Bottge, 2001; De Corte, Verschaffel, & Masui, 2004; Lehtinen et al., 1995; Mayer, 1998), because long-term metacognitive and motivational incom”
Using CRA to Teach Algebra to Students with Math Difficulties in Inclusive Settings (2005, background): “For the purpose of this study, conceptual knowledge was defined as the ability to incorporate previously learned declarative and procedural knowledge to answer novel problems (Bottge, 2001).”
Effectiveness of Explicit and Constructivist Mathematics Instruction for Low-Achieving Students in the Netherlands (2004, unknown): “Explicit instruction is also one of the most popular methods for helping learners acquire greater automaticity (Bottge, 2001; Harris, Miller, & Mercer, 1995).”
Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism (2011, background): “Within the area of mathematics, the general education curriculum and statewide assessments are increasingly focused on conceptual understanding and problem solving (Bottge, 2001; National Council of Teachers of Mathematics [NCTM], 2002). However, helping students with disabilities attain competence ”
Integrating Reform–Oriented Math Instruction in Special Education Settings (2007, unknown): “As in our previous research with EAI, elements of a theoretical model (Bottge, 2001) for teaching mathematics to low-achieving students were evident.”
Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders (2015, unknown): “…the conceptual understanding and problem solving described and recommended by the National Council for Teachers of Mathematics (NCTM) across domain areas (Bottge, 2001; NCTM, 2002; Rockwell et al., 2013), which students with ASD who are educated in inclusive settings will likely encounter.”
Using Evidence–Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge (2007, background): “…mathematics reform movement, legislative acts have been passed (Individuals with Disabilities Education Improvement Act of 2004; No Child Left Behind Act of 2001) that further solidify the trend toward increased standards for students with and without disabilities and their respective teachers.”
Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms (2015, background): “Much of the explanation for the improvement of students with and without MD in the EAI classes can be traced to elements in the key model (Bottge, 2001), which is a theoretical representation of a foundation for teaching and learning math.”
Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities. (2012, background): “…mathematical skills is important not only for the individual's future academic and professional success but also in order to manage many common tasks in everyday life such as paying bills, developing a monthly budget or purchasing a place to live (Bottge, 2001; see McCloskey, 2007 for a review).”
Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, background): “It is also deﬁned as the ability to follow step-by-step procedures to solve a math problem (Bottge, 2001; Carnine, 1997; Goldman, Hasselbring, & The Cognition and Technology Group at Vanderbilt, 1997).”
Procedural Facilitators and Cognitive Strategies: Tools for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum (2002, methodology): “This type of cognitive apprenticeship model echoes the “hybrid” approach to instruction used in studies on situated cognition in math and science (Bottge, 2001; Woodward, Carnine, & Gersten, 1988) and models for teaching writing used in the current research by Englert (1991) and her colleagues.”