Posted on Wednesday, November 25, 2015
Lynch and her husband and colleague Dr. Jeremy Lynch investigated the use of the I-THINK problem solving framework with elementary-aged students in inclusive classrooms, including those identified with specific learning disabilities. Dr. Jeremy Lynch works in the department of special education at Slippery Rock University.
The study compared elementary-aged students’ use of two different problem solving frameworks including Think-Pair-Share (TPS) and I-THINK. Think-Pair-Share is a classroom collaboration model in which students work together to answer a question about a reading assignment. This model requires students to think individually and then share their ideas with peers. I-THINK is a classroom teaching model that promotes mathematical communication in elementary, middle, and high school mathematics classrooms during problem-solving activities.
Lynch’s research results suggest that by engaging students with the metacognitive-based I-THINK framework, they are able to make greater gains with their problem solving skills.
Lynch presented her information again this semester at the Psychology of Mathematics Education-North America (PME-NA) at Michigan State in East Lansing, Michigan.
In April 2016, Dr. Lynch and her husband will also present their most current work on I-THINK at the American Educational Research Association (AERA) Conference in Washington, D.C. Lynch will further investigate students’ use of this framework with two Westminster College undergraduate students in a local school district during the upcoming spring semester.
For more information, contact Lynch at firstname.lastname@example.org or (724) 946-7185.