Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 3 |
Descriptor
Source
| Journal of Educational… | 3 |
Author
| Xin, Yan Ping | 2 |
| Zhang, Dake | 2 |
| Burns, Matthew K. | 1 |
| Kanive, Rebecca | 1 |
| Nelson, Peter M. | 1 |
| Park, Joo Young | 1 |
| Si, Luo | 1 |
| Tom, Kinsey | 1 |
| Whipple, Amanda | 1 |
| Ysseldyke, James | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 2 |
| Elementary Secondary Education | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
Audience
Location
| Minnesota | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Direct linkZhang, Dake; Xin, Yan Ping – Journal of Educational Research, 2012
Following a meta-analysis study conducted by Y. P. Xin and A. Jitendra (1999), the authors carried out a follow-up meta-analysis of word problem-solving interventions published from 1996 to 2009 for students with learning problems in mathematics. The authors examined the influence of education reforms as moderator variables on intervention…
Descriptors: Learning Problems, Mathematics Education, Inclusion, Intervention
Kanive, Rebecca; Nelson, Peter M.; Burns, Matthew K.; Ysseldyke, James – Journal of Educational Research, 2014
The authors' purpose was to determine the effects of computer-based practice and conceptual interventions on computational fluency and word-problem solving of fourth- and fifth-grade students with mathematics difficulties. A randomized pretest-posttest control group design found that students assigned to the computer-based practice intervention…
Descriptors: Elementary School Mathematics, Mathematical Concepts, Retention (Psychology), Memory
Xin, Yan Ping; Zhang, Dake; Park, Joo Young; Tom, Kinsey; Whipple, Amanda; Si, Luo – Journal of Educational Research, 2011
The authors compared a conceptual model-based problem-solving (COMPS) approach with a general heuristic instructional approach for teaching multiplication-division word-problem solving to elementary students with learning problems (LP). The results indicate that only the COMPS group significantly improved, from pretests to posttests, their…
Descriptors: Learning Problems, Learning Disabilities, Problem Solving, Algebra
