Effects of computer-mediated versus teacher-mediated instruction on the mathematical word problem-solving performance of third-grade students with mathematical difficulties

Jayne M. Leh, Asha K. Jitendra

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

This study compared the effectiveness of computer-mediated instruction (CMI) and teacher-mediated instruction (TMI) on the word problem-solving performance of students struggling in mathematics. Both conditions integrated cognitive modeling that focused on the problem structure using visual representations with critical instructional elements specifically targeting the needs of at-risk students. Participants were 25 third-grade students with mathematics difficulties who were randomly assigned to either a TMI or a CMI condition. Results indicated no statistically significant between-condition differences at posttest and on a 4-week retention test of word problem-solving. Furthermore, there was no transfer of the word problem-solving skills to a school administered, standardized mathematics achievement test. Implications for educational practice are discussed.

Original languageEnglish (US)
Pages (from-to)68-79
Number of pages12
JournalLearning Disability Quarterly
Volume36
Issue number2
DOIs
StatePublished - May 1 2013

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Mathematics
Students
instruction
mathematics
teacher
performance
student
achievement test
educational practice
school

All Science Journal Classification (ASJC) codes

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

Cite this

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