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Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?

Lynn S Fuchs1, Sarah R Powell2, Paul T Cirino3

  • 1Vanderbilt University.

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Summary

This study investigated math skills in 2nd graders. Word problem intervention improved both word problem skills and pre-algebraic knowledge, more so than calculation intervention.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Mathematics Education

Background:

  • Existing research on mathematical cognition primarily uses correlational methods.
  • The relationship between calculation fluency, word problem-solving, and pre-algebraic knowledge requires further investigation through intervention studies.

Purpose of the Study:

  • To examine the causal impact of calculation and word problem interventions on each other and on pre-algebraic knowledge in 2nd graders.
  • To determine if intervention in arithmetic calculations or word problems can foster pre-algebraic understanding.

Main Methods:

  • A 17-week intervention study involving 1102 2nd-grade students across 25 schools.
  • Random assignment of teachers to three conditions: calculation intervention, word-problem intervention, or a control group.
  • Multilevel modeling was employed to analyze the intervention effects on mathematical outcomes.

Main Results:

  • Calculation intervention improved calculation skills but did not significantly impact word problem performance.
  • Word problem intervention enhanced word problem-solving abilities but did not improve calculation skills.
  • Intervention focused on word problems demonstrated a more substantial positive effect on pre-algebraic knowledge compared to calculation intervention.

Conclusions:

  • Targeted interventions are effective in improving specific mathematical skills.
  • Word problem intervention appears to be a more effective strategy for developing foundational pre-algebraic knowledge than calculation intervention.
  • Findings suggest distinct pathways for developing calculation fluency and conceptual understanding necessary for pre-algebra.