The purpose of this study was to assess whether understanding relational terminology (i.e., more, less, and fewer) mediates the effects of intervention on difference word problems. Second-grade teachers who volunteered to participate were assigned to 1 of 3 conditions: schema-broadening word-problem intervention, calculation intervention, or business-as-usual control. Students within the word-problem intervention condition received explicit instruction on the difference problem type, which included a focus on understanding relational terminology within word problems. Analyses, which accounted for the nested structure of the data, indicated that, compared to the active and inactive contrast conditions, word-problem intervention significantly increased performance on difference problems and on understanding relational terminology and that those intervention effects on difference problems were partially mediated by students understanding of relational terminology.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-07162010-151636 |
| Date | 02 August 2010 |
| Creators | Schumacher, Robin Finelli |
| Contributors | Lynn S. Fuchs, Donald Compton, Doug Fuchs, Kim Paulsen, Bethany Rittle-Johnson |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-07162010-151636/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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