The Effects of Instruction in Solving Mathematical Word Problems for Students with Learning Problems

Abstract

This article provides a synthesis of word-problem-solving intervention research with samples of students with learning problems (i.e., mild disabilities and at risk for mathematics failure). The effectiveness of word-problem-solving instruction in 25 outcome studies was examined across student characteristics (e.g., grade, IQ); instructional features (e.g., intervention approach, treatment length); methodological features; skill maintenance; and generalization components. Separate analyses were performed for group-design studies and single-subject studies using standardized mean change and percentage of nonoverlapping data (PND), respectively. The overall mean weighted effect size ( d ) and PND for word-problem-solving instruction were positive across the group-design studies (ES = +.89) and single-subject studies (PND = 89%). In addition, positive effects for skill maintenance and generalization were found for group design (ES = +.78 and +.84, respectively) and single-subject studies (PND = 100%). Computer-assisted instruction was found to be most effective for group-design studies. Effects for representation techniques and strategy training were found to be significantly higher than the "other" approach for both group-design and single-subject studies. Long-term (> 1 month) intervention effects were significantly higher than shortor intermediate-term interventions for groupdesign studies, whereas both long-term and intermediate treatments were seen to be more effective than short-term treatments for single-subject studies. Other significant effects found for group-design studies only in terms of student characteristics, instructional features, and methodological features are reported. Finally, implications of the current analysis for future research in the area of word-problem solving are discussed.

The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis.

“…Researchers have conducted syntheses and meta-analyses to examine the effectiveness of mathematics interventions for school-aged students, including typically developing students, students at-risk for mathematics difficulties (MD), and students with disabilities (Baker et al, 2002;Burns et al, 2010;Chodura et al, 2015;Codding et al, 2009;Gersten, Chard, et al, 2009;Kroesbergen & Van Luit, 2003;Mononen et al, 2015;Xin & Jitendra, 1999;Zhang & Xin, 2012). In this review of previous syntheses, I first discuss results from those studies that examined the effects of interventions for participants in kindergarten through 12th grade regarding broad mathematics, word problem solving, and computation.…”

“…Other meta-analyses have looked exclusively at the effects of interventions that focused on word problem solving and computation. Xin and Jitendra (1999) searched relevant word problem solving literature from 1960 to 1996.…”

“…They also coded studies for instructional approaches in the intervention setting (representations, computer-assisted instruction, and strategy training including heuristics and direct instruction) and word problem task (one-step word problems, multi-step word problems, and mixed). Xin and Jitendra (1999) [-0.43, 1.63]). Due to the fact that most SCD studies had an average PND of 100%, no significant differences were reported between the moderators that were examined.…”

“…Reviews of mathematics research support the use of interventions to increase mathematics understanding for all students, including students with disabilities and mathematics difficulty (MD). Across grade levels and mathematics content, these reviews highlight the use of multiple representations, explicit and systematic instruction, word problem solving strategy instruction, and computer-assisted instruction (Baker, Gersten, & Lee, 2002;Burns, Codding, Boice, & Lukito, 2010;Chodura, Kuhn, & Holling, 2015;Codding, Hilt-Panahon, Panahon, & Benson, 2009;Gersten, Chard, et al, 2009;Kroesbergen & Van Luit, 2003;Mononen, Aunio, Koponen, & Aro, 2015;Xin & Jitendra, 1999;Zhang & Xin, 2012).…”

Effectiveness of Cognitive Skills-Based Computer-Assisted Instruction for Students With Disabilities

“…Next, the first two authors reviewed the reference lists of the identified CAI intervention reports to locate studies not captured via the online search. Finally, the studies used in previous meta-analyses by Schmidt et al (1985Schmidt et al ( -1986 and Dugan et al (2007) were reviewed in addition to other meta-analyses and narrative reviews of CAI for students with and without disabilities (e.g., Blok, Oostdam, Otter, & Overmaat, 2002;Christmann, Badgett, & Lucking, 1997;Xin & Jitendra, 1999). We identified 255 potential studies through these steps.…”