Date Approved

4-14-1997

Embargo Period

8-30-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

Fourth grade (Education); Mathematics--Study and teaching (Elementary)

Disciplines

Disability and Equity in Education

Abstract

This research study was conducted to test the effectiveness of strategy instruction and sequencing practice problems in teaching fourth grade students to identify the correct algorithm for solving one-step multiplication and division problems. Forty-eight students were assigned to one of three experimental groups: strategy-plus-sequence, strategy only, or sequence only. The results indicated that students in the strategy only group and the strategy-plus-sequence group scored significantly higher than did students in the sequence only group. Findings indicated that strategy teaching was more effective than sequencing problem type. Implications for instructional design are discussed.

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