Is mathematical representation of problems an evidence-based strategy for students with mathematics difficulties?

Asha K. Jitendra, Gena Nelson, Sandra M. Pulles, Allyson J. Kiss, James Houseworth

Research output: Contribution to journalArticle

26 Citations (Scopus)

Abstract

The purpose of the present review was to evaluate the quality of the research and evidence base for representation of problems as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for mathematics difficulties. The authors evaluated 25 experimental and quasiexperimental studies according to the Gersten et al. (2005) guidelines for group research studies. Results suggest that the representation of mathematical problems as a strategy is an evidence-based practice based on the criteria set by Gersten et al. Implications for research are discussed.

Original languageEnglish (US)
Pages (from-to)8-25
Number of pages18
JournalExceptional children
Volume83
Issue number1
DOIs
StatePublished - Jan 1 2016

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Mathematics
mathematics
Students
Research
evidence
student
Evidence-Based Practice
Learning Disorders
learning disability
Guidelines
performance
Group

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Is mathematical representation of problems an evidence-based strategy for students with mathematics difficulties? / Jitendra, Asha K.; Nelson, Gena; Pulles, Sandra M.; Kiss, Allyson J.; Houseworth, James.

In: Exceptional children, Vol. 83, No. 1, 01.01.2016, p. 8-25.

Research output: Contribution to journalArticle

Jitendra, Asha K. ; Nelson, Gena ; Pulles, Sandra M. ; Kiss, Allyson J. ; Houseworth, James. / Is mathematical representation of problems an evidence-based strategy for students with mathematics difficulties?. In: Exceptional children. 2016 ; Vol. 83, No. 1. pp. 8-25.
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