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