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
Exceptional Children, Vol. 59 (6), 556-566.
IDEA Disability Category:
specific learning disability
opportunities to learn concepts
NCTM Content Standards:
number and operations
Counting & Cardinality
Measurement & Data
Number & Operations in Base Ten
Number & Operations – Fractions
The Number System