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ERIC Number: ED612587
Record Type: Non-Journal
Publication Date: 2020
Pages: 50
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Available Date: N/A
Analyzing the Word-Problem Performance and Strategies of Students Experiencing Mathematics Difficulty
Powell, Sarah R.; Berry, Katherine A.; Benz, Sarah A.
Grantee Submission
The purpose of this study was to examine the word-problem performance and strategies utilized by 3rd-grade students experiencing mathematics difficulty (MD). We assessed the efficacy of a word-problem intervention and compared the word-problem performance of students with MD who received intervention (n=51) to students with MD who received general education classroom word-problem instruction (n=60). Intervention occurred for 16 weeks, 3 times per week, 30 min per session and focused on helping students understand the schemas of word problems. Results demonstrated that students with MD who received the word-problem intervention outperformed students with MD who received general education classroom word-problem instruction. We also analyzed the word-problem strategies of 30 randomly-selected students from the study to understand how students set up and solve word problems. Students who received intervention demonstrated more sophisticated word-problem strategies than students who only received general education classroom word-problem instruction. Findings suggest students with MD benefit from use of meta-cognitive strategies and explicit schema instruction to solve word problems. [This paper was published in "Journal of Mathematical Behavior" v58 Article 100759 2020.]
Publication Type: Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A150078
Author Affiliations: N/A