Investigating Two Approaches to Supporting Students’ Multi-Step Word-Problem Solving: Insights for Remediation

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: From Binary to Intersectional: Redefining Learning and Instruction (Table 13)

Abstract

In Grade 4, students must solve word problems with multiple steps to demonstrate mathematics competency, yet many students are inadequately prepared. We implemented a randomized controlled trial to examine the impact of using one equation or multiple equations to solve word problems for fourth graders experiencing mathematics difficulty (MD). Eligible students (n = 259) received word-problem intervention with a single equation (n = 91), multiple equations (n = 88), or were assigned to the control group (n = 80). The 13-week intervention included 39 individual lessons, implemented 3 times per week, for 35 min. Results showed both intervention conditions demonstrated improved word-problem performance over the control group (ES = 1.00; ES = 0.82). We share essential components of both conditions.

Authors

• Katherine A. Berry, University of Texas at Austin

• Sarah R. Powell, University of Texas at Austin

• Grace Douglas, University of Texas at Austin

• Alison Hardy, University of Texas at Austin

• Tessa Arsenault, University of Texas at Austin