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: 
0
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

What's New on POWERUP?

Use Technology Tools to Support Formative Assessment!

How can technology tools support teachers in their use of formative assessment across different subject areas to better serve the needs of struggling students? Read our new blog post to learn about how technology tools for formative assessment can help you better personalize instruction to meet the needs of your students.