This study examined how word-problem characteristics influenced students' learning and retention of word-problem knowledge during and after an intervention. The participants were 221 fourth-grade students (average age at pretest = 8.8 years) who experienced word-problem difficulties (WPD) and had received a word-problem intervention in third…

This study examined the effect of comprehension strategy instruction on third-grade English Learners' word-problem-solving performance. The supplemental intervention included modeling how to read the word problem to identify and restate the question, distinguishing relevant from irrelevant information, and collaborating with peers on applying the…

The National Council of Teachers of Mathematics (NCTM) emphasizes the teaching of "Big Ideas" in mathematics. This study focuses on the part-part-whole (PPW) relationship as a crucial aspect of word problem solving involving addition and subtraction. This study, conducted in the United States, evaluated the effects of conceptual…

Previous research has shown the importance of conducting early interventions in mathematics in disadvantaged children. Solving arithmetical word problems is a field in which children particularly fail. In this study, preschoolers from disadvantaged French public schools (n = 101; M[subscript age] = 5-6) were taught strategies for using fingers to…

The U.S. Nation's Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology, including computer-assisted instruction, plays an important role in today's dynamic learning environments.…

Word problem solving is an approach that can increase knowledge, improve performance and develop learners' critical thinking skills that can assist them in solving mathematical and real-life problems. This study examined the effectiveness of using a word problem solving approach to improve Grade 3 learners' performance when learning addition and…

Mathematical word problems present various challenges for students, including English learners. Research on word problem-solving interventions for elementary English learners with or at risk for mathematics disabilities/difficulties was reviewed. A systematic search of studies conducted between 2012 and 2022 yielded a total of 14 research studies…

Some elementary students may exhibit challenging externalizing or internalizing behaviors in addition to difficulty with mathematics. In this study, we explored the behavioral patterns of 441 third-grade students with and without mathematics difficulty (MD). Compared with students without MD, students with MD demonstrated higher rates of…

Some elementary students may exhibit challenging externalizing or internalizing behaviors in addition to difficulty with mathematics. In this study, we explored the behavioral patterns of 441 3rd-grade students with and without mathematics difficulty (MD). Compared to students without MD, students with MD demonstrated higher rates of externalizing…

As students enter the upper elementary grades, word problems become a main component of mathematics instruction, increasing in complexity as students advance through the curriculum. For students identified as emergent bilinguals with mathematics difficulty (MD), the linguistic complexity inherent in word problems may serve as a barrier to…

The purpose of the present study is to examine the effectiveness of the Conceptual Model-based Problem-Solving intervention program (COMPS) along with instructional scaffolds to enhance the performance of English learners (ELs) with learning difficulties in mathematics (LDM) to solve word problems. The participants were three third-grade ELs with…

Students with learning disabilities/difficulties in mathematics often apply ineffective procedures to solve word problems. Given that current mathematics curriculum standards emphasize conceptual understanding in problem solving as well as higher-order thinking and reasoning, the purpose of this study was to evaluate the impact of a model-based…

There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline…

The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty (n = 76) were randomly assigned to word-problem intervention (n = 56)…

The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty (N = 76) were randomly assigned to word-problem intervention (n = 56)…