Mathematical problem posing, generally defined as the process of interpreting given situations and formulating meaningful mathematical problems, is academically important, and thus several interventions have been used to enhance this competence among students and teachers. Yet little is known about the interventions' various components and their…

Identifying mathematical interventions that practitioners can implement to improve the mathematical problem solving (PS) of students is a need for the field. Literature on the PS performance of students with disabilities has grown; recently, schema instruction (SI) has been suggested as an evidence-based practice. The purpose of this study was to…

This systematic review and meta-analysis appraised and synthesized mathematics interventions research addressing rational number concepts for students with mathematics difficulties (MD) in Grades 3-9. Included studies (n = 28) meet the What Works Clearinghouse Group Design standards (Version 4.0) for study quality. Across all studies, we found…

Word problems are prevalent on high-stakes assessments, and success on word problems has implications for grade promotion and graduation. Unfortunately, English Language Learners (ELLs) continue to perform significantly below their native English-speaking peers on mathematics assessments featuring word problems. Little is known about the…

This meta-analysis synthesized the findings from 23 published and five unpublished experimental or quasi-experimental group design studies on word problem-solving instruction for K-12 students with learning disabilities (LD) and mathematics difficulties (MD). A secondary purpose of this meta-analysis was to analyze the relation between treatment…

Ratio and proportional relationships, along with the interrelated topics of fractions,decimals, and percent, provide a critical foundation for algebra (National Mathematics Advisory Panel, 2008). Proportional reasoning, which not only requires understanding the concept of ratios and that two or more ratios are equal, also requires the ability to…

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…

This research was motivated by several studies which show that students have difficulties in understanding the material ratio, wherein one contributing factor is the lack of ability in proportional reasoning. The purpose of this study is to produce a trajectory of learning to help students develop abilities in comparison reasoning. Solution…

The purpose of this article was to examine problem solving strategies among primary school teachers. The researchers employed survey research design to examine their problem solving strategies. The participants of this study consisted of 120 primary school teachers from a public university in Peninsula Malaysia who enrolled in a 4-year Graduating…

This article reports on the design and findings of the first iteration of a classroom-based design research project which endeavours to design a professional development intervention for teachers' mathematical problem-solving pedagogy. The major outcome of this study is the generation of design principles that can be used by other researchers…

The aim of this study was two-fold. The first aim was to determine the levels of critical thinking disposition and perception of problem-solving ability of pre-service teachers. The second aim was to compare the effects of problem-based learning and traditional teaching methods on the critical thinking dispositions and perceptions of…

This article provides a quantitative synthesis of the published literature on word problem solving intervention studies for children with math disabilities (MD). Seven group and eight single-subject design studies met inclusion criteria. Mean effect sizes ("ES"s) for solution accuracy for group design studies were 0.95 (SE = 0.19) for…

This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty,…

The purpose of the present review was to evaluate the quality of the research and evidence base for representation of problems as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for mathematics difficulties. The authors evaluated 25 experimental and quasiexperimental studies according to…

Adopting a multitiered design-based research perspective, this study examines pre-service secondary mathematics teachers' developing conceptions about (a) the nature of mathematical modeling in simulations of "real life" problem solving, and (b) pedagogical principles and strategies needed to teach mathematics through modeling. Unlike…