The purpose of this study was to explore native-language teachers' efforts in technology-rich classrooms. The advancement of classroom technology and educational policies in Taiwan prompted native-language teachers to leverage technology that improved learning and instruction in native languages. Fifteen senior teachers participated in in-depth…

This study examined preservice teachers' problem-solving skills through the use of an online video case study. Eighty preservice teachers participated in the study with a three-level video presentation by a two-grade-level between-subjects factorial design. The study incorporates a content analysis framework to examine both the components and the…

A Word Problem Program was set up to teach elementary school students how to solve arithmetic word problems and to teach some problem solving skills applicable to nonword problems. All instruction is accomplished through a computer program. Goals of the program are described along with three basic instructional decisions and the reasons for them,…

This study evaluated the effects of a personalized computer-assisted mathematics problem-solving program on the performance and attitude of Taiwanese fourth grade students. The purpose of this study was to determine whether the personalized computer-assisted program improved student performance and attitude over the nonpersonalized program.…

Discusses elementary school mathematics instruction and describes the design and construction of a database with nonroutine problem-solving situations. A classification for the problems is explained, and use of the database at Indiana University and its potential use by elementary school teachers are described. (four references) (LRW)

An understanding-based approach to teaching arithmetic word problems is used in the Training Arithmetic Problem Solving Skills (TAPS) research project, for which four semantic schemas or problem representations have been revised and adopted: Combine, Compare, Change, and Vary. It is hypothesized that a good problem solver identifies the schema of…

These reflections by the authors of a paper (EC 611 427) on computer-assisted instruction of students with learning disabilities comment on their reanalysis of the research process and their interpretations of the unanticipated results. Implications for further research on the cost effectiveness of learning-strategy training versus time-on-task…

A training procedure was developed to improve (or to encourage) the construction of a meaningful problem representation by mentally retarded and learning disabled children. Children are taught to use an external visual representation for arithmetic word problems, in which the meaning of the problem is reflected. The construction of this visual…

Computer assisted instruction is presented as a tool for helping students learn to successfully solve word problems. Four stages of developing a curriculum for elementary school mathematics, grades three through six, are covered. (MP)

This study, involving 30 elementary students with learning disabilities, found that students performed significantly better on mathematics tests given using a computer than by paper and pencil. It found no differences among variations of computer-assisted instruction, with either static or animated pictures and either utilizing or not utilizing a…

Presents a curriculum unit designed for average sixth-grade students intended to engage them in problem-solving experiences and to teach them problem-solving strategies. The curriculum consists of 20 sessions in which students engage in various activities using the following software packages: The Adventures of Jasper Woodbury, Rescue at Boone's…

Two training procedures were constructed to teach children with learning deficiencies to solve simple addition and subtraction word problems. Each training procedure was evaluated in a separate multiple baseline design across subjects. The experiments were designed to prepare for the development of computer assisted training programs. Two female…

Describes the method to solve problems called T-E-M-T-T: trial, error, and modified trial through technology. The method integrates students' skills of estimation, mental computation, and appropriate choice of calculator use. Includes 2 activities for each of grades K-4 and 5-8 that illustrate the method. (MDH)

Reports on research designed to systematically examine how the use of personalized word problems as practice examples would affect learning and attitudes. A computer program was used to generate the problems. It was concluded that presenting problems in familiar contexts made materials more interesting and understandable for students. (PK)

Discusses potential microcomputer applications in the language arts classroom, including computer assisted instruction, computer managed instruction, and information processing. Examines several disadvantages of the current technology such as its emphasis on visual skills at the expense of oral language. (HTH)