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University Students' Misconceptions about Rational Numbers: Implications for Developmental Mathematics and Instruction of Younger Students
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Powell, Sarah R.; Nelson, Gena – Psychology in the Schools, 2021
To understand misconceptions with rational numbers (i.e., fractions, decimals, and percentages), we administered an assessment of rational numbers to 331 undergraduate students from a 4-year university. The assessment included 41 items categorized as measuring foundational understanding, calculations, or word problems. We coded each student's…
Descriptors: Undergraduate Students, Misconceptions, Number Concepts, Numbers
Teaching the Partial Products Algorithm with the Concrete Representational Abstract Sequence and the Strategic Instruction Model
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Flores, Margaret M.; Moore, Alexcia J.; Meyer, Jill M. – Psychology in the Schools, 2020
Elementary standards include multiplication of single-digit numbers and students advance to solve complex problems and demonstrate procedural fluency in algorithms. The ability to illustrate procedural fluency in algorithms is dependent on the development of understanding and reasoning in multiplication. Development of multiplicative reasoning…
Descriptors: Elementary School Students, Grade 4, Grade 5, Teaching Methods
An Investigation of Detect, Practice, and Repair to Remedy Math-Fact Deficits in a Group of Third-Grade Students
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Poncy, Brian C.; Skinner, Christopher H.; Axtell, Philip K. – Psychology in the Schools, 2010
A multiple-probe-across-problem-sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication-fact fluency development in seven third-grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group-administered, metronome-paced…
Descriptors: Maintenance, Multiplication, Remedial Instruction, Grade 3
Supporting the Collaboration of Special Educators and General Educators to Teach Students Who Struggle with Mathematics: An Overview of the Research
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van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa; Hampton, David – Psychology in the Schools, 2009
Special education and mathematics teachers are under pressure to respond to the needs of an increasingly diverse range of students in mathematics. One way for them to meet the instructional needs of struggling learners is through collaboration where, ideally, the knowledge one teacher brings can address the gaps of the other. However, the…
Descriptors: Special Education Teachers, Mathematics Teachers, Special Education, Teacher Collaboration
Improving Secondary Students' Perception of the "Dreaded Mathematics Word Problem Assignment" by Giving Them More Word Problems.
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Wildmon, Mark E.; Skinner, Christopher H.; McCurdy, Merilee; Sims, Sanpier – Psychology in the Schools, 1999
Seeks to replicate and extend research on academic assignment preference by presenting high school students with control assignments containing eight mathematics reading problems, experimental assignments that contained eight equivalent problems, and three additional interspersed problems. Significantly more students ranked the experimental…
Descriptors: Academic Achievement, Assignments, Educational Objectives, High School Students