Effects of mathematical word problem solving by students at risk or with mild disabilities

Author: 
Jitendra, A. K., Griffin, C. C., McGoey, K., Gardill, M. C., Bhat, P., & Riley, T.
Year: 
1998

The purpose of this study is two-fold. First, the researchers sought to assess the effectiveness of two instructional strategies, an explicit schema-based strategy and a traditional basal strategy, on one-step addition and subtraction word problems for students with mild disabilities and students at risk of failure in mathematics. Second, the researchers explored the long-term impact of the two strategies and ability of the students to transfer the skills learned in the strategy to new contexts.

Subscription Required: 
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Type: 
Research
Common Core State Standards: 
Model with Mathematics
Attend to Precision
Make Sense of Problems
Instructional Strategies: 
Understanding Problems
Organizing
Thinking Aloud
Modeling
Visual Representations
Using Precise Math Language
Supporting Struggling Students: 
Differentiation

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