Dynamic assessment of algebraic learning in predicting third graders' development of mathematical problem solving.

Authors:
  • DCDonald L. Compton
    Donald L. Compton
  • DFDouglas Fuchs
    Douglas Fuchs
  • KHKurstin N. Hollenbeck
    Kurstin N. Hollenbeck
  • CCCaitlin F. Craddock
    Caitlin F. Craddock
  • CHCarol L. Hamlett
    Carol L. Hamlett
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Abstract
Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting 3rd graders’ development of mathematics problem solving. In the fall, 122 3rd-grade students were assessed on language, nonverbal reasoning, attentive behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) was sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment math skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities.
Funding Information
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (RO1 HD46154; HD15052)

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