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Direct linkLynn S. Fuchs; Douglas Fuchs; Sonya K. Sterba; Marcia A. Barnes; Pamela M. Seethaler; Paul Changas – Journal of Educational Psychology, 2022
This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…
Descriptors: Problem Solving, Short Term Memory, Intervention, Mathematics Instruction
Powell, Sarah R.; Fuchs, Lynn S. – Journal of Educational Psychology, 2010
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 the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction…
Descriptors: Elementary School Students, Word Problems (Mathematics), Mathematics Skills, Equations (Mathematics)
