Intervention Research for Helping Elementary School Students with Math Learning Difficulties Understand and Solve Word Problems: 1996-2010

The authors completed a narrative review of studies of mathematics interventions from 1996 to 2010 for helping elementary school students with difficulties in mathematics solve word problems. Key instructional components supported by research are teaching cognitive and metacognitive skills; schema-b...

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Bibliographic Details
Published inLearning disabilities (Pittsburgh, Pa.) Vol. 19; no. 1; pp. 3 - 17
Main Authors Hord, Casey, Xin, Yan Ping
Format Journal Article
LanguageEnglish
Published Learning Disabilities Association of America 2013
Subjects
Algebra
Best Practices
Disabilities
Educational Practices
Elementary School Mathematics
Elementary School Students
Instructional Effectiveness
Intervention
Learning Problems
Learning Strategies
Mathematical Concepts
Mathematics Curriculum
Mathematics Instruction
Mathematics Skills
Meta Analysis
Metacognition
Problem Solving
Readiness
Semantics
Teaching Methods
Textbooks
Word Problems (Mathematics)
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Summary:The authors completed a narrative review of studies of mathematics interventions from 1996 to 2010 for helping elementary school students with difficulties in mathematics solve word problems. Key instructional components supported by research are teaching cognitive and metacognitive skills; schema-based instruction focusing on semantic analysis, transfer, or algebra readiness; and conceptual model based instruction. Interventions designed to help students store, organize, and think critically about mathematical information may address the needs of many struggling students while working with word problems. (Contains 1 table.)
ISSN:1046-6819