## Resource Library

## Direct instruction in math word problems: Students with learning disabilities

Research

Standards: Reason Abstractly • Model with Mathematics • Use Appropriate Tools Strategically • Make Sense of Problems

The study investigated the effectiveness of strategy teaching and sequencing practice problems when teaching students with learning disabilities (LD) how to solve word problems. Students were...

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

Research

Subscription Required: No

Standards: Model with Mathematics • Attend to Precision • Make Sense of Problems

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,...

## Effects of self-explanation as a metacognitive strategy for solving mathematical word programs

Research

Standards: Make Sense of Problems • Reason Abstractly • Construct Viable Arguments • Attend to Precision

The study examined the effects of a metacognitive strategy (i.e., self-explanation) on elementary school students’ ability to solve word problems. Students were assigned to one of three conditions: (...

## Explicit instruction in mathematics problem solving

Research

Subscription Required: No

Standards: Model with Mathematics • Attend to Precision • Make Sense of Problems

This study examined the effectiveness of the explicit translation strategy method that explicitly teaches fourth-graders to translate word story problems into mathematical equation form. The study...

## Using CRA to teach algebra to students with math difficulties in inclusive settings

Research

Standards: Reason Abstractly • Model with Mathematics • Make Sense of Problems

This study compared student achievement in solving liner algebraic functions using a concrete- to-representational-to-abstract (CRA) sequence of instruction and a repeated abstract explicit...

## Teaching Strategies

## Resource Type

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