Exploring a Conceptual Model-Based Approach to Teaching Situated Word Problems

62 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness (2011, background): “The results of preliminary studies that evaluated COMPS using single-subject design (Kazdin, 1982 ) indicate that there is a functional relationship between the intervention and students’ improved performance on researcher-designed criterion tests that involve simple addition, subtraction, multipli”
What Teachers Say About Student Difficulties Solving Mathematical Word Problems in Grades 2-5 (2013, result): “This is consistent with the findings of Xin and Zhang (2009), who found that students often fail to transfer skills they learned in solving simple problems to more complex ones.”
A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties (2012, methodology): “For instance, some problems may include extra or irrelevant information; some may need multiple steps to solve the problems; some need a round-up or round-down of the solution for reaching a meaningful answer (Xin & Zhang, 2009 ).”
Experimental Intervention Studies on Word Problem Solving and Math Disabilities (2013, methodology): “…reading achievement: Broad reading cluster MPD Xin (2008) 1 5 MD + RD WIAT II: Mathematics reasoning WIAT II, composite reading MPD Xin and Zhang (2009) 2 4, 5 MD Key Math-R/NU: Problem solving MPD Note: n = number of participants; MD = math disabilities; RD = reading…”