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.

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

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:

Counting & Cardinality

Measurement & Data

Number & Operations in Base Ten

Number & Operations – Fractions

The Number System