Word Problem Problems? Five Strategies for Improving Problem-Solving Skills of Tier 2 Students

• In Event: Interventions and Instructional Practices in Special and Inclusive Education

Abstract

Beginning in the elementary grades, students must solve word problems to demonstrate math knowledge. However, word-problem solving proves challenging for many students, especially those experiencing mathematics difficulty (MD). We implemented a randomized control trial to determine the effectiveness of a word-problem intervention for third-grade students with MD. Eligible students (n = 220) received the intervention with pre-algebraic reasoning (n = 105) or were assigned to the control group (n = 115). The 17-week intervention included 48 individual lessons, implemented three times per week, for 30 min. Following, intervention students demonstrated superior word-problem performance over BAU, with ES of 2.66. In this presentation, we share five efficacious problem-solving strategies from intervention for educators of Tier-2 students.

Authors

• Katherine Adams Berry, The University of Texas at Austin

• Sarah Rannells Powell, The University of Texas at Austin

• Tessa Arsenault, The University of Texas at Austin

• Shamecca Perkins, The University of Texas at Austin