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dc.contributor.advisorSamelson, Vicki M.
dc.contributor.authorMancl, Lacey
dc.descriptionColor poster with text, images, and graphs.en
dc.description.abstractThis study aimed to 1) code a new portion of the existing data set and test statistically if group differences exist in first graders' flexibility in selecting solution strategies while solving traditionally-worded problems and 2) to re-code the scaffolding condition data set and test statistically if, when gesture and rewording scaffolds are presented, children with low oral language skill select different solution strategies than when traditionally-worded problems are presented.en
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programs; NIDCD grant; ASHA New Century Scholars Doctoral Scholarship.en
dc.relation.ispartofseriesUSGZE AS589en
dc.subjectWord problems (Mathematics)--Study and teaching (Elementary)en
dc.subjectVerbal ability in children--Educational aspectsen
dc.subjectMathematical ability in childrenen
dc.titleDoes Oral Language Influence How First Graders Solve Arithmetic Word Problems?en

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  • Student Research Day
    Posters of collaborative student/faculty research presented at Student Research Day

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