Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?

ABSTRACT: The focus of this study was connections among 3 aspects of mathematical cognition at 2^nd grade: calculations, word problems, and pre-algebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other domain and whether intervention in either or both domains contributes to pre-algebraic knowledge. Participants were 1102 children in 127 2^nd-grade classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation intervention, word-problem intervention, and business-as-usual control. Intervention, which lasted 17 weeks, was designed to provide research-based linkages between arithmetic calculations or ar

SUBMITTER: Fuchs LS 

PROVIDER: S-EPMC4274629 | biostudies-literature | 2014 Nov

REPOSITORIES: biostudies-literature