An exploratory validation of curriculum-based mathematical word problem-solving tasks as indicators of mathematics proficiency for third graders

Asha K. Jitendra, Edward Sczesniak, Andria Deatline-Buchman

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)358-371
Number of pages14
JournalSchool Psychology Review
Volume34
Issue number3
StatePublished - Oct 20 2005

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