Teaching Mathematical Word Problem Solving The Quality of Evidence for Strategy Instruction Priming the Problem Structure

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research stu...

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Bibliographic Details
Published inJournal of learning disabilities Vol. 48; no. 1; pp. 51 - 72
Main Authors Jitendra, Asha K., Petersen-Brown, Shawna, Lein, Amy E., Zaslofsky, Anne F., Kunkel, Amy K., Jung, Pyung-Gang, Egan, Andrea M.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.01.2015
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Adolescent
At risk
At Risk Students
Best Practices
Child
Criteria
Disabled Children - education
Evaluation Research
Evidence Based Practice
Evidence based research
Humans
Instructional design
Learning Disabilities
Learning disabled students
Learning Disorders - rehabilitation
Learning Strategies
Literature Reviews
Mathematical problems
Mathematics
Mathematics - education
Mathematics Instruction
Metacognition
Pretests Posttests
Priming
Problem Solving
Quasiexperimental Design
Research Design
Research Methodology
Risk
Special education
Students
Teaching
Teaching - methods
Word Problems (Mathematics)
problem solving/calculation
mathematics
strategy instruction
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Summary:This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed.
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ISSN:0022-2194
1538-4780
DOI:10.1177/0022219413487408