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Remediation for "story" problem solvers
Posted:
Jun 1, 2009 5:48 PM
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Is the following the best we can do for remediation? (Gersten, one of
the authors of reference 241, is chair of the group producing the
report):
From page 70, in the recent publication from the What Works Clearinghouse:
In another intervention that also led to a
significant and positive effect on a word
problem outcome, students were taught to
discriminate between multiplication and
addition problems, and between multiplication
and division problems.241 To discriminate
multiplication from addition problems,
students were taught that if a problem asks
them to use the same number multiple times
(sometimes signaled by the words "each"
and "every") to obtain the total number,
the problem requires multiplication. If the
problem does not ask the student to use the
same number multiple times to obtain the
total number, the problem requires addition.
Next, after students learned the relationship
between multiplication and division through
the concept of number families, they learned
to multiply when the two smaller numbers
are given without the big number and to
divide when the big number is given.
239. Jitendra et al. (1998); Xin, Jitendra, and
Deatline-Buchman (2005); Darch, Carnine, and
Gersten (1984).
240. Xin, Jitendra, and Deatline-Buchman (2005).
241. Darch, Carnine, and Gersten (1984).
Larry Sowder
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