Word Problem Intervention for Students With Mathematics Difficulty and Differential Performance Favoring Females Over Males

• In Event: Mathematics in Special Education

Abstract

We implemented a randomized control trial to examine the effects of a word-problem intervention for third-graders identified with mathematics difficulty and to determine if mathematics performance differences existed across gender. Eligible students were randomly assigned to receive the word-problem intervention with an equation-solving component (n = 40) or to participate in a business-as-usual comparison group (n = 43). The intervention included 48 individual lessons, implemented three times a week, with sessions lasting 30 min. Students who received intervention demonstrated superior mathematics performance over students in the comparison group, with effect sizes (ES) above 1.50. Females who received intervention outperformed students in the comparison group and showed significantly higher growth than males who received intervention, with ES of 0.46.

Authors

• Sarah Rannells Powell, The University of Texas - Austin

• Marcia Barnes

• Katherine Adams Berry, The University of Texas at Austin

• Sarah Benz

• Suzanne R Forsyth, The University of Texas at Austin

• Amanda Martinez-Lincoln, University of Texas at Austin

• Brenda Zaparolli