Effects of Integrated Instruction in Writing Meaningful Word Problems (Poster 16)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Mathematics Learning Supports and Interventions

Abstract

Writing about mathematics supports learning specific content and improves overall comprehension. However, the processes involved in mathematical problem-solving and written composition demand significant working memory resources, which can be challenging for students with math and writing difficulties. This study explores how integrating scaffolded support in conceptual model-based problem-solving and sentence composition instruction can benefit students experiencing difficulty in both areas. We examined the effects of an integrated math and writing intervention on elementary students’ skills in solving and posing equal-group word problems, as well as their sentence composition abilities. Employing a multiple baseline across participants design, the study aimed to assess the intervention’s effectiveness. Results indicate that all participants demonstrated improved performance in problem-solving, posing, and sentence-composing skills.

Authors

• Pamela Bazis, University of Nebraska - Lincoln

• Jing Wang, University of Nebraska - Lincoln

• Qingli Lei, University of Illinois at Chicago