M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Fourth grade (Education); Mathematics--Study and teaching (Elementary)
Disability and Equity in Education
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.
Surowicz, Eva L., "A comparison of strategy instruction and sequential instruction of verbal math problems" (1997). Theses and Dissertations. 2119.