An Exploratory Study of Dynamic Assessment Involving Two Instructional Strategies On Experts and Novices' Performance in Solving Part-Whole Mathematical Word Problems
Restricted accessResearch articleFirst published online July, 1993
An Exploratory Study of Dynamic Assessment Involving Two Instructional Strategies On Experts and Novices' Performance in Solving Part-Whole Mathematical Word Problems
The study assessed the differential effects of a specific and general strategy on experts and novices' transfer and maintenance performance of Part-Whole addition and subtraction word problems utilizing dynamic assessment. Dynamic assessment indicated important differences between experts and novices across and within the two instructional groups (specific and general) on transfer and maintenance performance when a criterion level of performance (75% correct) on the training task (one-step Part-Whole word problems) was considered. Implications of the information from dynamic assessment are discussed in terms of instructional strategies for experts and novices in the two groups.
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