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- W2133750197 endingPage "202" @default.
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- W2133750197 abstract "The authors examined the effectiveness of strategy instruction taught by general educators in mixedability classrooms. Specifically, the authors compared the mathematical word problem-solving performance and computational skills of students who received schema-based instruction (SBI) with students who received general strategy instruction (GSI). Participants were 60 3rd-grade student participants randomly assigned to treatment conditions. Teachers pretested and posttested participants with mathematical problem-solving and computation tests, repeatedly measuring their progress on word problem solving across the 18-week intervention. Both SBI and GSI conditions improved word problem-solving and computation skills. Further, results show a significant difference between groups on the word problem-solving progress measure at Time 1, favoring the SBI group. However, this differential effect did not persist over time. The authors discuss implications for future research and practice." @default.
- W2133750197 created "2016-06-24" @default.
- W2133750197 creator A5047698710 @default.
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- W2133750197 date "2009-01-01" @default.
- W2133750197 modified "2023-10-13" @default.
- W2133750197 title "Word Problem-Solving Instruction in Inclusive Third-Grade Mathematics Classrooms" @default.
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- W2133750197 doi "https://doi.org/10.3200/joer.102.3.187-202" @default.
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