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Title:Mathematical Word Problem -Solving: Comparing Strategies for Improving Performance of Students With Learning Difficulties
Author(s):Kim, Sohee
Doctoral Committee Chair(s):Monda-Amaya, Lisa
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Elementary
Abstract:Three strategies for solving mathematical word problems were compared in terms of their effectiveness on the performance of students experiencing mathematical problem solving difficulties. Cognitive strategy, drawing strategy, and keyword strategy were compared using a modified simultaneous treatment design. In Phase 1 of the study, students were matched and assigned to one of the three groups (n = 3/grp.) and each group received instruction in one of the three strategies. Results showed that the keyword strategy was most effective in helping students solve word problems with greater accuracy and fluency. In Phase 2 the cognitive and the drawing strategy groups received the keyword strategy instruction. Both groups of students demonstrated salient increases following intervention. All three groups of students maintained improved levels of performance one month after the intervention.
Issue Date:2003
Type:Text
Language:English
Description:253 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003.
URI:http://hdl.handle.net/2142/79729
Other Identifier(s):(MiAaPQ)AAI3086100
Date Available in IDEALS:2015-09-25
Date Deposited:2003


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