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Strategies to Help Students Solve Addition and Subtraction Word Problems
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Peltier, Corey; VanDerHeyden, Amanda M.; Hott, Brittany L. – Beyond Behavior, 2022
Successful math word-problem solving is difficult for some students. Getting the right answer involves students engaging correctly in an amalgamation of actions. Schema instruction is an instructional approach aimed at supporting students in identifying the underlying math problem structure to yield an appropriate solution plan. The focus of this…
Descriptors: Mathematics Instruction, Problem Solving, Word Problems (Mathematics), Addition
Teaching Addition Strategies to Students with Learning Difficulties
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Polo-Blanco, Irene; González López, Eva M. – Autism & Developmental Language Impairments, 2021
Background & aims: In recent years, there has been an increased interest in analyzing the mathematical performance of students with learning difficulties in order to provide them with teaching methods adapted to their needs. In particular, the importance of studying the type of informal strategy that students use when solving problems has been…
Descriptors: Addition, Mathematics Instruction, Teaching Methods, Learning Problems
Using Reflective Journals to Characterize Pre-Service Teacher Professional Noticing Skills
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van den Kieboom, Leigh A. – Teacher Educator, 2021
This study examined professional teacher noticing in the context of written responses 12 pre-service teachers (PSTs) provided in a reflective journal after posing addition and subtraction problems for students in an after-school tutoring program. Professional teacher noticing skills, attending, interpreting, and deciding, were situated within the…
Descriptors: Reflective Teaching, Journal Writing, Student Journals, Skill Development
Effect of "Understand and Solve!" Strategy Instruction on Mathematical Problem Solving of Students with Mild Intellectual Disabilities
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Karabulut, Alpaslan; Özmen, Emine Rüya – International Electronic Journal of Elementary Education, 2018
The purpose of this study was to examine the effects of "Understand and Solve!" Strategy on change problems including change of a one-step addition and subtraction of children with mild intellectual disabilities and whether they maintained their achievements 3, 5, and 8 weeks after the intervention. Moreover, the effects of the…
Descriptors: Mild Intellectual Disability, Intervention, Program Effectiveness, Problem Solving
Data Collection Procedures and Descriptive Statistics for the Grade Three Achievement Monitoring Test (A-3 and A-4), Coordinated Study No. 1.
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Buchanan, Anne E.; Romberg, Thomas A. – 1983
This paper documents the achievement monitoring component of a three-year study on the acquisition of addition-subtraction problem-solving skills by young children. A set of performance objectives contained in or ancillary to ten instructional units on sentence-writing for verbal problems and algorithms specified test content. Tests measuring…
Descriptors: Achievement, Achievement Tests, Addition, Data Collection
Cognitive Addition: A Short Longitudinal Study of Strategy Choice and Speed-of-Processing Differences in Normal and Mathematically Disabled Children.
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Geary, David C.; And Others – Developmental Psychology, 1991
Over a 10-month period, normal children showed an increased reliance on memory retrieval and a decreased reliance on counting when they solved addition problems. There was an increase in speed of counting and of retrieving addition facts from long-term memory. Children with a mathematical learning disability showed no change in problem-solving…
Descriptors: Addition, Cognitive Processes, Computation, Elementary School Students