What question did this study set out to answer?

To evaluate the efficacy of a modified cognitive strategy instructional intervention designed to improve mathematical problem solving among fifth- and sixth-grade students of diverse ability levels in inclusive classrooms.

May 10, 2016Journal of Learning Disabilities

Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities

View Full Paper

Ask AI

Bookmark

Authors

JKJennifer KrawecUniversity of Miami JHJia HuangBangkokthonburi University

Discussion

Member takes

Implication

Intervention study reveals accelerated early math problem-solving gains in fifth and sixth graders of diverse abilities, indicating the benefit of tailored cognitive strategies in general education.

Key Points

To evaluate the efficacy of a modified cognitive strategy instructional intervention designed to improve mathematical problem solving among fifth- and sixth-grade students of diverse ability levels in inclusive classrooms.
Fifth- and sixth-grade general education teachers implemented the intervention—modified to incorporate explicit instruction, metacognition, foundational prerequisites, extended duration, and visual supports—within inclusive classrooms.
Curriculum-based measures of math problem solving were administered across five time points throughout the academic year.
Student progress was analyzed using a three-level hierarchical model with repeated measures nested within students and students nested within schools.
Intervention students initially exhibited lower baseline scores on curriculum-based measures compared to the comparison cohort.
Students receiving the intervention demonstrated significantly greater gains in problem-solving performance during the first instructional phase compared to control peers.
Growth trajectories between the intervention and comparison groups exhibited no significant differences during the second instructional phase.

Cite This Study

Krawec et al. (2016) studied this question.

synapsesocial.com/papers/69f5ca592990c65079afc745 https://doi.org/10.1177/0022219416645565

View Full Paper

Ask AI

Bookmark

Implication

Intervention study reveals accelerated early math problem-solving gains in fifth and sixth graders of diverse abilities, indicating the benefit of tailored cognitive strategies in general education.

Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities

Discussion

Member takes

Implication

Key Points

Cite This Study

Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities

Discussion

Member takes

Implication

Key Points

Cite This Study

Also Consider

Also Consider