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Abstract
This study evaluated the validity of curriculum-based word problem-solving measures as indicators of proficiency in mathematics with a sample of 77 children in third grade. In the winter and spring of third grade, children completed a battery of general achievement tests in mathematics in addition to curriculum-based problem-solving and computation assessments. Specifically, the study investigated the reliability and concurrent and predictive validity of the word problem-solving measures through correlation and regression analysis. Results supported the adequacy of the word problem-solving measures as useful indicators of mathematics proficiency for third graders.
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Notes on contributors
Asha K. Jitendra
Asha Jitendra received her PhD in Curriculum and Instruction (Special Education) from the University of Oregon in 1991 and is a Professor of Special Education at Lehigh University. Her primary research interests are in the areas of mathematical problem solving interventions and assessment, instructional design, and curriculum analysis.
Edward Sczesniak
Edward Sczesniak received his master's degree in special education from Boston University in 1998 and is a high school special education teacher in the North Penn School District. He currently teaches algebra and geometry.
Andria Deatline-Buchman
Andria Deatline-Buchman received her master's degree in special education from Lehigh University in 2000 and is the Intervention Specialist for the Special Education Department at Easton Area School District. She provides academic (curriculum and assessment) support to elementary, middle, and high school special education students.