This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students' mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. * References marked with an asterisk indicate studies in the meta-analysis.
This study evaluates the effects of a human-delivered Conceptual Model-based Problem Solving (COMPS) program to promote the ability of ELLs with learning difficulties (LD) to solve mathematics word problems. Participants were three third-grade ELLs with LD. The authors used a multiple-probe design to evaluate the effect of the COMPS program on participating students' performance on solving a range of additive word problems. The results indicate that all three participants improved their performance on researcher developed criterion tests and a generalization test. It seems that features such as visual scaffolding, linguistic scaffolding, and interactive scaffolding found in COMPS approach, which are supported by common best practices from the ELL literature, may have contributed to the positive outcome of this study.
The Nation’s Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology including computer-assisted instruction plays an important role in today’s dynamic learning environments. Currently, there is a lack of computer-assisted intervention programs that systematically teach generalized word problem-solving skills that is driven by mathematical models. Model-based problem solving (MBPS) is one of the essential emphases in the Common Core mathematical practice standards. This study investigated the effects of a web-based computer tutor, MBPS, on enhancing word problem-solving performance of elementary students who are struggling in mathematics. The MBPS tutor incorporates best practices that are identified by the Institute of Educational Sciences’ (IES) latest practice guide including providing systematic instruction, visual and verbal supports, and teaching of precise mathematical language. Findings indicate that the MBPS tutor boosted participants’ performance above and beyond the business-as-usual comparison group.
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