Explicitly teaching for transfer: Effects on the mathematical problem-solving

This study explores methods to enhance mathematical problem solving for students with math disabilities. Forty students were randomly assigned to three problem solving tasks where they either had problem-solving tutoring, computer-assisted practice, problem-solving tutoring plus computer-assisted practice or control conditions. On story problems and transfer story problems, tutoring (with or without computer-assisted practice) effected reliably stronger growth compared to control; effects on real-world problem solving, although moderate to large, were not statistically significant. Computer-assisted practice added little value beyond tutoring but, alone, yielded moderate effects on two measures.

Author: 
Fuchs, L., Fuchs, D., Hamlett, C., & Appleton, A.
Year: 
2002
Source: 
Learning Disabilities Research and Practice, Vol. 17 (2), 90-106.
Type: 
Related Research
Content Area: 
math
IDEA Disability Category: 
specific learning disability
Instructional Support: 
practice and reinforcement activities