Tessa L. Arsenault'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...
This chapter focuses upon research related to building pre-service teachers' (PSTs') own competencies in mathematics writing (MW) as well as their skills in teaching MW and integrating MW into their future K-12 classrooms. The authors provide a review of the research with PSTs and MW. Although there is limited research on PSTs and MW, it is likely...
Mathematical writing has gained attention as an essential component of discourse. Assessing and scoring students' writing pieces about mathematics has the potential to allow teachers and researchers to gain insights into the depth of students' understanding beyond what they can express orally, including their use of visual representations and symbo...
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...
Word‐problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word‐problem performance. We compared the word‐problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word‐problem perfo...
Citations
... 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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... Based on prior research on effective word-problem interventions, the use of evidence-based strategies, such as those listed above, has been found to yield positive results in terms of improving word-problem outcomes for students with MD (Cook et al., 2020;Fuchs et al., 2014;Jitendra et al., 2015;Powell et al., 2019Powell et al., , 2021 as well as for emergent bilingual students who are still developing language proficiency Arsenault & Powell, 2022;Driver & Powell, 2017;Fuchs et al., 2021;Kong & Orosco, 2016;Orosco, 2014;Sanford et al., 2020). ...
... The paper Arsenault and Powell (2022) performed on word problems in terms of schemas and position of the unknown, then we evaluated how well kids with Mathematics Difficulty (MD) performed in terms of schemas, role of the unknown, irrelevant information, and charts or graphs. The paper Alghamdi et al (2020) looked into the efficacy of teaching third-and fifth-grade students with arithmetic difficulties to solve multiplicative whole-number word problems using Schema-Based Instruction (SBI), a research-based intervention. ...
