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

• In Event: Assessment and Instruction of Problem-Solving Skills

Abstract

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students at risk for mathematics difficulties (MD). We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. (2005) and 10 single case design (SCD) research studies using criteria suggested by Horner et al. (2005) and What Works Clearinghouse (2011). 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.

Authors

• Asha K. Jitendra, University of Minnesota

• Shawna Petersen-Brown, University of Minnesota - Twin Cities

• Amy Lein, University of Minnesota

• Anne F. Zaslofsky, University of Minnesota

• Amy K Kunkel, University of Minnesota

• Pyung-Gang Jung, University of Minnesota

• Andrea M Egan, University of Minnesota - Twin Cities