Nonlinear word problems with more than one operation posed extreme difficulty for at-risk students, even within PP instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? When the number of operations exceeded one, at-risk students had extreme difficulty working with the related nonlinear PPs. → Amiripour 2017

Evidence¶

Amiripour 2017¶

Amiripour, P., Dossey, J.A., & Shahvarani, A. (2017). Using a new schema approach with primary at-risk students in word problem solving. REDIMAT, 6(3), 228-255. http://dx.doi.org/10.17583/redimat.2017.2612

q1 · i? · causal · r1

Authors' observational account from the three-month experimental treatment, reported in the Conclusion section. The article notes this change "created a greater information-processing load" as data points and unknowns increased; no statistic is printed.

"When the number of operations was greater than the one, students had extreme difficulty working with the related nonlinear PPs."

Discussion¶

Related Claims¶

• Closed nonlinear problem patterns were very difficult for at-risk students, particularly second graders — possibly the same claim (merge candidate)
• At-risk grade 2 students taught word problems with the Problem Patterns approach scored significantly higher on the posttest than control students taught traditionally — related