Index to Volume 95

ABSTRACT

The authors compared a conceptual model- based problem-solving (COMPS) approach with a general heuristic instructional approach for teaching multiplication–division word-problem solving to elementary students with learning problems (LP). The results indicate that only the COMPS group significantly improved, from pretests to posttests, their performance on the criterion test (that involves equal groups and multiplicative compare problems) and the prealgebra model expression test. The study results suggest that elementary students with LP can be expected to move beyond concrete operations and to algebraically represent mathematical relations in conceptual models that drive the solution plan for accurate problem solving.     

Annual Index Volume 8

The objective of this paper is to report the development and use of an observation checklist to identify typically developing children with behavioural manifestations associated with inattention, hyperactivity and impulsivity. This measure is termed the Scope Classroom Observation Checklist (SCOC). The SCOC was developed, assessed for reliability using an independent observer and teacher ratings, and administered to a sample of 157 mainstream schoolchildren. The SCOC revealed a normal distribution of scores on the checklist, and the top and bottom quartiles of this distribution were found, as would be expected, to differ significantly on SCOC score. The SCOC had good inter‐observer reliability and a high rate of concordance with teacher ratings of attentional difficulties. The SCOC has emerged as a reliable measure that could prove to be a useful tool in a battery of screening measures to identify mainstream schoolchildren with difficulties characterised by inattention and hyperactivity‐impulsivity.     

Author Index Volume 6

Authors Index

Author Index Volume 6