This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…

The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…

This study investigated the extent to which teaching the recommended methods for problem-solving presented in third-grade mathematics textbooks adhered to the National Council of Teachers of Mathematics Standards and instructional design criteria. Results indicated that there were more variations than similarities within and across textbooks in…

Two groups of adolescents (n=36) with learning difficulties in mathematics were taught problem-solving skills under two conditions: standard word problems or contextualized problems on videodisc. Both groups improved their performance, but students in the contextualized problem group did significantly better on the contextualized problem posttest…

Ninety-five teachers participated in a peer collaboration process, involving structured dialogue to promote teachers' use of alternative interventions for students with learning and behavior problems. The intervention group, compared to controls, had reduced referral rates, increased confidence in handling classroom problems, increased positive…