Using Number Lines to Solve Math Word Problems: A Strategy for Students With Learning Disabilities

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

Abstract

Despite the increased curricular focus given to math problem solving over the past decade, it remains a difficult skill for students with learning disabilities (LD) (Lerner, 2000). According to research on math problem solving and students with LD, problem representation strategies are frequently deficient (Montague & Applegate, 2000). The purpose of the present study was to improve students’ problem solving through visualizing instruction using number lines. It employed three iterations of a single subject multiple baseline design across participants. Results showed that students responded positively to visualizing instruction; visual analysis of the data showed improvement in both visualizing and problem-solving. These findings support the use of number lines as an effective, flexible strategy for solving word problems of varying complexity.

Author

• Jennifer Lee Krawec, University of Miami