Student Performance on and Preferences for Mathematics Word Problems: An Investigation of the Effects of Explicit Timing and Interspersing Procedures

Student Performance on and Preferences for Mathematics Word Problems An Investigation of the Effects of Explicit Timing and Interspersing Procedures

A within-subjects design was used to compare two instructional methods-explicit timing and interspersing-with 187 second-grade students. Students completed two mathematics word problem assignments under differing conditions. In the explicit timing condition, students were told they would be timed wh...

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Bibliographic Details
Published in:School psychology quarterly Vol. 21; no. 1; pp. 34 - 45
Main Authors: Rhymer, Katrina N, Cates, Gary L
Format: Journal Article
Language:English
Published: New York Guilford Publications 2006
Guilford Press
American Psychological Association
Subjects:
Academic Achievement
Comparative Analysis
Elementary School Students
Female
Grade 2
Homework
Human
Intervention
Learning
Male
Mathematical problems
Mathematics Achievement
Mathematics Education
Mathematics Instruction
Preferences
Primary Education
Problem Solving
Student Attitudes
Student Surveys
Students
Teaching Methods
Time
Time Factors (Learning)
Time on Task
Undergraduate Students
Word Problem
Word Problems (Mathematics)
Words (Phonetic Units)
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Summary:A within-subjects design was used to compare two instructional methods-explicit timing and interspersing-with 187 second-grade students. Students completed two mathematics word problem assignments under differing conditions. In the explicit timing condition, students were told they would be timed while working long mathematics word problems. In the interspersing condition, students were presented with brief mathematics problems between longer target mathematics word problems, but were not told they would be timed. Students then completed a preference survey. Results indicated that both assignments produced similar problem completion rates and the number of target problems and accuracy remained constant. Students reported that the explicit timing assignment required the most time and effort to complete and was the most difficult; however, there was no preference for homework choice. The significance of the current findings in relation to the explicit timing and interspersing literature, the continued need to compare two or more interventions directly, and the significance of student preference data are discussed.
ISSN:1045-3830
2578-4218
1939-1560
2578-4226
DOI:10.1521/scpq.2006.21.1.34