Sarah G. King's research while affiliated with University of Texas at El Paso and other places
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Publications (9)
In the last decade, researchers have focused more on how to provide instructional supports for mathematics writing (Powell et al., 2017). In this synthesis, we examined 22 studies about mathematics writing to determine the overall mathematics-writing and mathematics outcomes of mathematics-writing instruction, the mathematics-writing and mathematic...
The efficacy of mathematics interventions for students with mathematics difficulties is a critical concern in educational research, particularly in light of the increasing demand for effective instructional strategies. While previous meta-analyses have explored various aspects of mathematics interventions, our study uniquely focuses on a broad rang...
As students enter the upper elementary grades, word problems become a main component of mathematics instruction, increasing in complexity as students advance through the curriculum. For students identified as emergent bilinguals with mathematics difficulty (MD), the linguistic complexity inherent in word problems may serve as a barrier to word‐prob...
Rational number proficiency is predictive of later mathematics achievement, especially for rigorous mathematics courses, such as Algebra I. Students with learning disabilities (LD) in mathematics struggle to make adequate progress on rational number concepts and skills that lay the foundation for successfully completing secondary mathematics course...
Increasingly, students must demonstrate knowledge in mathematics through mathematics writing, yet research lags in understanding how students engage in mathematics-writing tasks. Most available research on mathematics writing focuses on typically achieving students without considering students with mathematics difficulty (MD). In this study, we exp...
Data-based individualization (DBI) is a framework that allows educators to make timely and informed decisions about student progress in academics or behavior. In this article, we focus on the DBI framework as applied to math intervention within a tiered support model for students experiencing math difficulty. We review how DBI starts with an instru...
Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, decimals, and percentages. The purpose of this systematic review was to describe the instructional foci of rational number interventions, determine the over...
An understanding of concepts related to geometric measurement is considered to be critical to the development of individuals’ mathematics knowledge. Specifically, the National Mathematics Advisory Panel’s 2008 report listed the skills of area and perimeter as foundational for algebra readiness. Yet, this content knowledge continues to be an underde...
Citations
... Como proposta para ultrapassar estas dificuldades, Ponte e Quaresma (2014) apresentam uma abordagem exploratória de tarefas onde os alunos as resolvem autonomamente de modo a desenvolver a compreensão das relações entre as representações decimais, fracionárias e percentuais. A reta numérica, também é considerada como um recurso didático efetivo para a aprendizagem dos números racionais, uma vez que, interpretados como pontos numa reta numérica, enfatiza que os números racionais são um subconjunto dos números reais (Behr et al., 1983;Rojo et al., 2023). ...
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... Other studies have used word problems to assess MW (e.g. Arsenault et al., 2022;Barlow & Drake, 2008;Cohen et al., 2015;. For instance, Arsenault et al. (2022) presented a task involving a student solving a multistep word problem and asking students to analyze hypothetical student's answer. ...
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... Strategies such as explicit and strategy instruction have demonstrated positive outcomes in improving fraction comprehension. Additionally, a dual emphasis on conceptual and procedural learning has proven beneficial in enhancing students' skill levels in this respect (Ennis & Losinski, 2019;Nelson et al., 2022aNelson et al., , 2022bRojo et al., 2023). ...
... The paper Vidanaralage et al (2022) investigated participant behaviour when interacting with the flipped learning environment, medium of instruction, and video-based learning resources. The paper Powell et al (2022) focused on the Data-based Individualization (DBI) framework used in a tier-based support system for maths intervention paradigm as children having problems with math. The paper Peltier et al (2020) expanded upon earlier efforts by (a) utilizing the practitioner as a teacher, (b) assessing the effectiveness of a flexible intervention, and (c) assessing the performance of students on integrated and generalized schema structure issues. ...
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