This study investigated the role of generative strategies and working memory capacity on word problem solving accuracy in children with math difficulties (MD). Within classrooms, children in Grade 3 with MD ("n" = 69) were randomly assigned to one of three treatment conditions: paraphrase question propositions (Restate), paraphrase…

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical…

This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…

This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruction (SBI) or control group. SBI emphasized the underlying mathematical structure of additive…

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks.…

Assesses the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction, on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. Contrasts the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. SRL…

The purpose of this study was to assess the effects of schema-broadening instruction (SBI), with and without explicit instruction in strategies for tackling the complexities involved in real-life (RL) math problems, on the math problem solving of third-grade students. Teachers (n = 30) were assigned randomly to 3 16-week conditions: control, SBI,…

Assesses the effects of explicitly teaching for transfer by broadening the categories by which students group problems requiring the same solution methods and prompting students to search novel problems for these broad categories. This transfer treatment was combined with instruction on solution methods. Improvement on immediate- and near-transfer…

Mathematical problem solving is a transfer challenge requiring children to develop schemas for recognizing novel problems as belonging to familiar problem types for which they know solutions. Schema-based transfer instruction (SBTI) explicitly teaches transfer features that change problems in superficial ways to make them appear novel even though…

The purposes of this study were to assess the effects of schema-based instruction (SBI) in promoting mathematical problem solving and to investigate schema induction as a mechanism in the development of mathematical problem solving. Twenty-four 3rd-grade teachers, with 366 students, were assigned randomly to conditions that provided instruction on…

The effects of problem solving and peer collaboration as two instructional methods advocated by the National Council of Teachers of Mathematics (NCTM) were evaluated for enhancing mathematics achievement, motivation, and self-concept of 104 low- achieving third and fourth graders. There were significant positive effects for both approaches, as…