Dataset: Pirate Math Equation Quest

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The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD;n304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention. The pre-algebraic reasoning component targeted relational understanding of the equal sign as well as standard and nonstandard equation solving. Intervention occurred for 16 weeks, 3 times per week, 30 min per session.

A limited data set and codebook are available, including student-level demographic information and pre-test/post-test scores for word problems, open equations, and equal sign knowledge.

Associated publication: Powell, S. R., Berry, K. A., Fall, A.-M., Roberts, G., Fuchs, L. S., & Barnes, M. A. (2021). Alternative paths to improved word-problem performance: An advantage for embedding pre-algebraic reasoning instruction within word-problem intervention. Journal of Educational Psychology, 113(5), 898–910. (EJ1303844)

Are these data unique or derived? ? If data were collected specifically for this project and are not stored in a slightly different form elsewhere, they are unique. If these data combine or use data from other datasets, they are derived
United States
304 Children
Time Points
Data Collection Location(s)
When were the data in this dataset collected?
2015 to 2019