Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty.

Journal of Educational Psychology
Sarah R Powell, Lynn S Fuchs

Abstract

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3(rd)-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably.

Citations

Jun 19, 2012·The Elementary School Journal·Sarah R Powell
Apr 11, 2013·Journal of Learning Disabilities·Sarit AshkenaziVinod Menon
Nov 22, 2013·Journal of Learning Disabilities·Sarah R PowellTyler E Julian
Oct 14, 2014·Learning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children·Sarah R Powell, Lynn S Fuchs
Oct 9, 2018·Child Development·Percival G Matthews, Lynn S Fuchs
Mar 25, 2019·Deutsches Ärzteblatt International·Stefan Haberstroh, Gerd Schulte-Körne

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