The Effect of Model-Based Problem Solving on the Performance of Students Who are Struggling in Mathematics

Abstract

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.

A synthesis of mathematical word problem‐solving instructions for English learners with learning disabilities in mathematics

“…Previous researchers who investigated non‐linguistic visual representations have considered them to be an important tool for helping ELs make sense of mathematical tasks and express mathematical ideas (Barton & Neville‐Barton, 2003a, 2003b; Turner et al, 2006). Our findings also show that mathematical model‐based visual scaffolding promotes ELs' understanding of mathematical relationships between parts and whole (Sharp & Shih Dennis, 2017) or a cohesive mathematical model equation for generalized problem‐solving (Xin et al, 2017, 2023). These findings suggest that mathematical model‐based visual scaffolding is a promising instruction for improving the WPS performance of ELs with LDM, especially when mathematical models are integrated with multiple components that support students' comprehension of word problems.…”

“…Previous researchers who investigated non-linguistic visual representations have considered them to be an important tool for helping ELs make sense of mathematical tasks and express mathematical ideas (Barton & Neville-Barton, 2003a, 2003bTurner et al, 2006). Our findings also show that mathematical model-based visual scaffolding promotes ELs' understanding of mathematical relationships between parts and whole (Sharp & Shih Dennis, 2017) or a cohesive mathematical model equation for generalized problem-solving (Xin et al, 2017(Xin et al, , 2023.…”

Project Based Learning Assisted with Flashcard Media and Mathematics Problem-Solving Ability of Elementary School Students

“…This effectiveness occurs because the project-based learning model based on flash card media requires students not only to listen to information from the teacher about the material in the book, but students are also required to work independently and construct their own learning so that they can improve students critical thinking skills and the achievement of learning objectives (Ping Xin et al, 2023;Ruitenburg et al, 2022). In line with that research, in this study the results obtained that the application of the project-based learning model assisted by flashcard media impacts problem solving skills on plane figure material for grade II elementary school students conducted at SDN Dukuh Menanggal 1/424 Surabaya.…”

Teaching Mathematics Word Problem Solving to Students With Autism Spectrum Disorder

“…For early grades, "this might be as simple as writing an addition equation to describe a situation" (CCSSI, 2012). Conceptual model-based problem-solving (COMPS) (Xin, 2012), an evidence-based instructional strategy for students with learning disabilities (LDs) or difficulties (Gersten et al, 2009;Witzel et al, 2022;Xin, 2019;Xin et al, 2017Xin et al, , 2020Xin et al, , 2023, is a teaching approach that emphasizes conceptual expression of underlying mathematic relationships discovered from different problem contexts in algebraic equations by involving students in working with a given mathematical model. For instance, part + part = whole is a mathematical model for solving additive word problems and teaching PPW relationships, and Unit rate x # of Units = Product is a mathematical model for solving multiplicative word problems (Xin, 2012).…”