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Word-Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty
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Arsenault, Tessa L.; Powell, Sarah R. – Learning Disabilities Research & Practice, 2022
Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem…
Descriptors: Word Problems (Mathematics), Mathematics Achievement, Models, Charts
Word-Problem Performance Differences by Schema: An Analysis of Students with and without Mathematics Difficulty
Peer reviewed Peer reviewed
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Arsenault, Tessa L.; Powell, Sarah R. – Grantee Submission, 2022
Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem…
Descriptors: Word Problems (Mathematics), Mathematics Achievement, Models, Charts