Comparison of two approaches for teaching complex, authentic mathematics problems to adolescents in remedial math classes

36 9th graders in 2 remedial math classes were compared on their ability to generate solutions to a contextualized problem after being taught problem-solving skills under 2 conditions (standard word problems or contextualized problem on videodisc). All problems focused on adding and subtracting fractions in relation to money and linear measurement. Both groups improved their performance on solving word problems, but Ss in the contextualized problem group did significantly better on the contextualized problem posttest and were able to use their skills in 2 transfer tasks that followed instruction.

Author: 
Bottge, B. & Hasselbring, T.
Year: 
6/15/1905 0:00
Source: 
Exceptional Children, Vol. 59 (6), 556-566.
Type: 
Related Research
Content Area: 
math
Grade Level: 
middle school
secondary
transition
IDEA Disability Category: 
autism
intellectual disability
specific learning disability
Instructional Support: 
opportunities to learn concepts
NCTM Content Standards: 
measurement
number and operations
Math: 
Measurement & Data
Counting & Cardinality
Number & Operations in Base Ten
Number & Operations – Fractions
The Number System